Abstract:
This paper explores the relationship between centralization of decision-making in secondary education and individual innovativeness in developing countries, specifically within the context of Azerbaijan. The research examines to what level centralized decision-making can hinder or promote individual innovativeness, utilizing secondary data and quantitative analysis. The outcomes of this study, even if a significant difference was not found, indicate the need for a broader lens that considers various factors affecting individual innovativeness. This bears significant implications for politicians, policymakers, and other stakeholders in Azerbaijan and other developing countries to reconsider their current form of decision-making structure in educational systems.
