School-Level Effects of Teachers' Participation in Decision Making

Taylor, Dianne L.; Bogotch, Ira

doi:10.3102/01623737016003302

Cited by 86 publications

(26 citation statements)

References 34 publications

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“…Many authors argue about the positive effect of teacher participation in school decision making on teachers' satisfaction with their job (Alutto and Belasco, 1972;Bacharach et al, 1990;Conway, 1984) and some studies have confirmed such associations. However, such effects are found to be rather weak and outweighed by school climate effects, especially those related to collegiality, team cohesion and leadership aspects of school climate (Somech, 2010;Taylor and Bogotch, 1994).…”

Section: Introductionmentioning

confidence: 97%

Teacher participation in decision making and its impact on school and teachers

Sarafidou

Chatziioannidis

2013

International Journal of Educational Management

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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.

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Section: Introductionmentioning

confidence: 97%

Teacher participation in decision making and its impact on school and teachers

Sarafidou

Chatziioannidis

2013

International Journal of Educational Management

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“…There is, for example, a large body of research on teachers' participation in school decision making, as well as associated research on management innovations such as site-based management and teacher empowerment, which are designed to replace more centralized forms of decision making with more decentralized forms (e.g., see Conley, 1991;Conway, 1984;Duke, Showers, & Imber, 1981;Malen, Ogawa, & Kranz, 1990;Marks & Louis, 1997;Smylie, 1994;Smylie, Lazarus, & Brownlee-Conyers, 1996;Taylor & Bogotch, 1994). In addition, there is a growing body of literature on teachers' professional communities in schools.…”

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confidence: 98%

Effects of Organic Management on Student Achievement

Miller

Rowan

2006

American Educational Research Journal

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Proponents of school restructuring often promote the purported benefits of professional forms of management that call for staff cooperation and collegiality, teachers' participation in school decision making, and supportive leadership by school principals. A theoretical perspective on organizations known as contingency theory refers to such management patterns as "organic management." This study examined the relationships between organic management and growth in student achievement in elementary and secondary schools. Two national databases were used to estimate a series of three-level growth models of student achievement at the elementary and secondary levels. Results suggested that organic forms of management are not a particularly powerful determinant of student achievement at either of these levels of schooling.

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“…It included three factors, managerial, instruction, and instructional materials (Taylor & Bogotch, 1994). The results of some previous research studies indicated that teacher decision participation is positively related to their teaching efficacy and job satisfaction (Conway, 1984;Taylor & Tashakkori, 2010).…”

Section: Decision Participationmentioning

confidence: 68%

“…Decision participation in an open school environment results in an increase in teachers' teaching efficacy and their job satisfaction (Taylor & Bogotch, 1994). In Vietnamese secondary education the interrelationships among these variables are rarely addressed.…”

Section: Introductionmentioning

confidence: 99%

Predicting Sense of Efficacy and Teachers’ Job Satisfaction of Teachers from Their Perceptions of the Decision Participation

Tran¹

2016

IJHE

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This study examines the hypothesis that teachers' perceptions of the decision participation may predict their teaching efficacy and job satisfaction. It examines data obtained from 197 secondary school teachers from 6 secondary schools to identify how teachers' perception of the decision participation varies, and the extent to which this predict teaching efficacy and job satisfaction. The results obtained from correlation and multiple regression analyses indicated that decision participation factors are positively related to teaching efficacy and job satisfaction. The findings show that decision participation should be supported to promote teaching efficacy and job satisfaction of teachers in schools.

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School-Level Effects of Teachers' Participation in Decision Making

Cited by 86 publications

References 34 publications

Teacher participation in decision making and its impact on school and teachers

Teacher participation in decision making and its impact on school and teachers

Effects of Organic Management on Student Achievement

Predicting Sense of Efficacy and Teachers’ Job Satisfaction of Teachers from Their Perceptions of the Decision Participation

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