Teacher Participation in Decision Making and Its Impact on School and Teachers

Autor/inn/en	Sarafidou, Jasmin-Olga; Chatziioannidis, Georgios
Titel	Teacher Participation in Decision Making and Its Impact on School and Teachers
Quelle	In: International Journal of Educational Management, 27 (2013) 2, S.170-183 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513541311297586
Schlagwörter	Self Efficacy; Participative Decision Making; Elementary Schools; Foreign Countries; Job Satisfaction; Collegiality; Teacher Participation; Leadership Effectiveness; Educational Environment; Educational Administration; Prediction; Predictor Variables; Teacher Attitudes; Females; Greece + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Elementary school; Grundschule; Volksschule; Ausland; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Kollegialität; Führungseffizienz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsverwaltung; Schuladministration; Schulverwaltung; Vorhersage; Prädiktor; Lehrerverhalten; Weibliches Geschlecht; Griechenland
Abstract	Purpose: 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. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10