The Dimensionality of Decision Participation in Educational Organizations: The Value of a Multi-Domain Evaluative Approach

Abstract

While the literature on education reform has called for increased teacher participation in decision making, little is known about the decision participation construct itself Previous research in this area may be categorized according to the approach taken with respect to the conceptualization and operationalization of participation in decision making. We argue that an approach which views the construct as both evaluation-based and multi-dimensional in nature has advantages over three other common approaches taken in such studies. A sample of 842 elementary and 689 secondary teachers is used to (a) show the utility of a multi-domain evaluative approach to examine participation in decision making and (b) empirically identify four decision domains.

Perceptions of efficacy of minority and non-minority school-based decision-making council members in Kentucky's region 1 and region 2 school systems.

“…However, this result is consistent with other studies throughout this study and also cited in the present study (Bacharach et al, 1990;Mohrman et al,1978;Brown & Hunter, 1998, Everett, 1998Geraghty, 1997;Hopkins, 1999, Peters, 1999. Further, there are studies Taylor and Bogotch (1994) cited in which student learning outcomes are not the focus of restructuring efforts (Elmore, 1993;Wohlstetter & Odden, 1992).…”

“…The dependent variable for the study was decision participation as measured by an unnamed instrument previously used by Conley (1990), but adapted from Bacharach et al (1990), having a Cronbach alpha of .81.…”

Impact of Engineering Faculty Participation in Decision Makingand Commitment on Organizational Citizenship Behaviour

“…Review of literature reveals that most research examined the relationship between teachers' participation in decision making and organizational commitment [3]. This fact is supported by the recent study conducted by Somech and Bogler [35] who identified that the participation in the managerial domain is positively associated with organizational commitment.…”

Recent Research on the Role of the Teacher

“…Although recent studies have largely ignored the issue of consensus in the role of the teacher, a good deal of research has recently appeared on role conflicts that are perceived by teachers (see Bacharach, Bamberger, & Conley, 1990;Bacharach, Bamberger, Conley, & Bauer, 1990;Bacharach, Bamberger, & Mitchell, 1990;Bamberger & Hasgall, 1995;Billingsley & Cross, 1992;Byrne, 1994;Clift et aI., 1992;Crane & Iwanicki, 1986;Litt & Turk, 1985;PiersonHubeny & Archambault, 1985;Schwab & Iwanicki, 1982;Schwab, Jackson, & Schuler, 1986;Stamaman & Miller, 1992;and Thomas, 1991).…”

“…Many of these studies (and others) have also recently explored teachers' experiences of role ambiguity (see Bacharach, Bamberger, & Conley, 1990;Bacharach, Bamberger, Conley, & Bauer, 1990;Bacharach, Bauer, & Conley, 1986;Billingsley & Cross, 1992;Clift et aI., 1992;Crane & Iwanicki, 1986;Pierson-Hubeny & Archambault, 1985;Schwab & Iwanicki, 1982;Stamaman & Miller, 1992;and Thomas, 1991). These latter studies suggest that the experience of role ambiguity may also be widespread among some teachers, and when the latter occurs, it is also associated with negative outcomes such as depersonalization, reduced accomplishment, lowered job satisfaction, and reduced occupational commitment.…”