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

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.

Citation

Sarafidou, J. and Chatziioannidis, G. (2013), "Teacher participation in decision making and its impact on school and teachers", International Journal of Educational Management, Vol. 27 No. 2, pp. 170-183. https://doi.org/10.1108/09513541311297586