Teachers Serving on School Decision-Making Councils: Predictors of Teacher Attraction to the Job

Abstract

School reformers maintain that teacher service on school councils contributes to improved school decision making. There is, however, little empirical evidence that teachers are attracted to serving on school councils. In this study, randomly selected teachers (N = 318) from a reform state rated validated job descriptions for school council vacancies. Teachers with greater numbers of dependent children and prior school council experience rated school council positions more negatively than did teachers with fewer dependent children and no experience on school councils. Regression analysis revealed number of dependent children and school council experience explained 6.8% of the variance in teacher rating of a school council position. Results have implications for teacher attraction to school councils.

Effects of Attraction-Similarity, Social Distance, and Academic Environment on Screening Decisions Performed by Elementary School Teachers: An Uncharted Course

“…From a motivational perspective, teachers were found to be less than enthusiastic participants especially if they have had on job experience in the role (Winter et al, 2000). This finding alone suggests high turnover in a newly acquired role, and the need for data bearing on the decision making of teachers in general, because of a "revolving door" phenomenon due likely to a lack of motivation for serving, having once served in this role capacity.…”

Assessing School Council Contribution to the Enabling Conditions for Instructional Capacity Building

“…Winter, Keedy, and Newton (2000) in particular found that teachers were not attracted to council service because they were not rewarded financially. One wonders about the long-term future of the efficacy of councils to sustain enabling conditions related to instructional capacity if teacher needs, including those of time and financial compensation, are not met.…”

“…Shared decision making requires adequate resources, especially that of time (Bacharach et al, 1986;Bauer & Bogotch, 1997;David, 1994David, , 1995Ford & Bennett, 1994;Johnson & Pajares, 1996;Wohlstetter et al, 1997). Winter, Keedy, and Newton (2000) in particular found that teachers were not attracted to council service because they were not rewarded financially. One wonders about the long-term future of the efficacy of councils to sustain enabling conditions related to instructional capacity if teacher needs, including those of time and financial compensation, are not met.…”

Assessing Aspects of Professional Collaboration in Schools: Beliefs Versus Practices

“…Later, in an extension of this framework, Fullan and Hargreaves (1991) contended that evidence of a collaborative culture may be found "in the life of the school" with indicators ranging from hard work to expressions of interest and understanding, and from celebrations to storytelling. This body of educational research on collaboration continues to grow (Blase & Blase, 1994;Cruz & Zaragoza, 1998;da Costa & Riordan, 1996;DiPardo, 1997;Fauske, 1999;Johnston & Hedemann, 1994;Knop, LeMaster, Norris, Raudensky, & Tannehill, 1997;Koehler & Baxter, 1997;Mitchell, 1997;Podeschi & Messenheimer-Young, 1998;Porrner, 1998;Rosenholtz, 1989;Telford, 1996;Winter & Keedy, 1999). The purported benefits are many, but in essence the ultimate goal is teacher empowerment and development and by extension increased student empowerment, achievement, and development.…”