If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to examine teacher involvement in different domains of decision making in Greek primary schools and explore associations with school and teacher variables. Design/methodology/approach -A survey employing self-administered questionnaires, with a Likert-type scale assessing teachers' actual and desired participation in three domains of decision making, was used. Scales measuring perceived school climate, self-efficacy and job satisfaction were also included. Data were collected from 143 teachers working in primary schools located in different areas in Greece. Findings -The multidimensional approach to measuring teacher participation in decision making revealed quite high actual participation in decisions concerning students' and teachers' issues, but low levels of participation in managerial decisions. The discrepancy between the actual and desired levels of participation showed significant deprivation across all decision-making domains. Greater participation in decisions concerning teacher issues and lower levels of deprivation of participating in managerial issues were associated with teachers' perceptions of better leadership and higher collegiality in schools. The strongest predictor of both teachers' sense of efficacy and job satisfaction was their participation in decisions concerning teacher issues.Practical implications -Educational leaders should promote forms of participation in decision making that increase teachers' actual involvement in decisions concerning their duties and opportunities for development and also provide for more sharing on issues concerning the school management, particularly for women. Originality/value -The study underlines the value of dimensionality in investigating decision making in schools.