Teacher Participation in School Decision Making: A Framework for Research

Imber, Michael; Duke, Daniel L.

doi:10.1108/eb009882

Cited by 21 publications

(17 citation statements)

References 3 publications

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“…In a power structure that has teachers working in schools that allow them to contribute, through authority delegated to them from the administration, teachers are experiencing an "expanded pie" notion of power. 119 In a school where teachers are empowered through a cultural system that encourages staff participation, they are experiencing motivational power (see Duke, Showers, & Imber, 1980;Imber & Duke, 1985;Lipham, 1981). In general, research focusing on teacher participation in school decisions does not consider these alternative theoretical perspectives.…”

Section: Teacher Power and Empowermentmentioning

confidence: 98%

Chapter 5: The Organization of Effective Secondary Schools

Lee

Bryk

Smith

1993

Review of Research in Education

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From its inception in the 1960s, the major focus of large-scale quantitative investigations of school effects has been on the issue of equal opportunities in education for disadvantaged and minority students. For two decades, school effects research attempted to identify the best way to deploy new federal resources for advancing educational equity. Beginning with the publication of the Equality of Educational Opportunity Report by James Coleman and others in 1966, this type of research was based on two different (but not inconsistent) conceptual frameworks. One, with an economic orientation, focused on school effectiveness as a series of input-output analyses (i.e., production functions) that were meant to estimate the impact of such fiscal resources as average teachers' salaries, books in the library, and class size on the average achievement of students in particular schools. Another strand, involving mainly sociologists, pursued issues of social stratification. Work using this second framework examined the role of education in status attainment. With years of schooling as the key independent variable, the primary focus was on the consequences of schooling for occupational and social mobility. 1 Both strands of school effects research in its early manifestation were conceptualized with a functionalist orientation based on human capital theory. Although seeking answers to ostensibly different questions, these two streams of work shared a common viewpoint: They conceived the organizational structure of a school as a "black box." As such, the in-

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Section: Teacher Power and Empowermentmentioning

confidence: 98%

Chapter 5: The Organization of Effective Secondary Schools

Lee

Bryk

Smith

1993

Review of Research in Education

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“…The contribution of autonomy and discretion to teachers' commitment is evident in studies by Louis and Smith (1991) and by Shedd and Bacharach (1991). Participatory forms of decision making are particularly powerful ways of exercising this discretion (Chase, 1992;Imber & Neidt, 1990;Louis & Smith, 1991;Shedd & Bacharach, 1991). o Teachers' perceptions that their working conditions permit them to accomplish their school's change initiative and that information is available to them about the expectations of relevant others (e.g., principals, superintendents), constraints on what is possible, policies or regulations that must be considered and the like (Kushman, 1992;Reyes et al, 1989;Tarter et al, 1989a).…”

Section: Context Beliefsmentioning

confidence: 99%

Earning teachers’ commitment to curriculum reform

Leithwood¹,

Menzies²,

Jantzi³

1994

Peabody Journal of Education

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“…Early researchers used to dichotomize decisional participation into teaching and managerial issues (Ingersoll, 1996) while, later on, more detailed classifications were developed (Imber and Duke, 1984;Bacharach et al, 1990). Apart from measuring actual participation in different areas of decision making, authors suggest that 171 Teacher participation in decision making research should also examine teachers' willingness to be involved in different decision-making domains (Pashiardis, 1994).…”

Section: Introductionmentioning

confidence: 99%

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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Teacher Participation in School Decision Making: A Framework for Research

Cited by 21 publications

References 3 publications

Chapter 5: The Organization of Effective Secondary Schools

Chapter 5: The Organization of Effective Secondary Schools

Earning teachers’ commitment to curriculum reform

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

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