Purpose: Principal instructional leadership and teacher participation in decision-making are conceptualized as shared instructional leadership (SIL) -- a management philosophy that positively impacts student academic performance. However, the statistically meaningful relationship between SIL and student performance remains controversial as SIL…

Purpose: Teachers' continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in CPD activities. Because beliefs influence working and learning, and teachers' beliefs about learning and teaching influence their instructional decisions, this study…

Purpose: The first aim of this study is to explore to what extent communities of practice occur in the school workplace. The second aim is to explore the relation between communities of practice and diversity in composition of teacher teams. Design/methodology/approach: Quantitative as well as qualitative data were gathered from seven teacher…

Purpose: This study seeks to explore the moderating role of teachers' personality traits from the Big Five typology on the relationship between participative management and teacher outcomes with respect to performance, satisfaction and strain. The study suggests that participative management may produce different results depending on teachers'…

Purpose: The purpose of this paper is to examine the attributes of the performance appraisal system used for primary school teachers in Singapore, and how those attributes affect satisfaction with the appraisal system, stress experienced with the appraisal system, attitudes towards performance bonus, job satisfaction and motivation, and perceived…

Involving subordinates in decisions may improve decision quality and acceptance when participation fits situational constraints. This article develops a participative decision-making theory that suggests which conditions favor subordinate (teacher) involvement and describes the administrator's appropriate role, which also depends on the situation.…

Reports on a successful structural change in a Canadian high school that resulted in the transfer of control over the budget from the school division to the school staff. One of the greatest sources of resistance to change is the isolated nature of the teacher's tasks. (Author/IRT)

Investigates the relationship between teachers' attitudes toward a change, as the dependent variable, and their knowledge about the change, their participation in the change, and their general attitudes to education, as independent variables, in the context of certain school and teacher situation variables. (Author/IRT)

The procedures and styles of thirty academic heads are compared with those reported in other studies of managers. Academic heads are, on average, as effective as other managers, but they tend to use participatory and power-sharing procedures more than their counterparts in private industry and public service. (Author/IRT)

The leadership of the principal is a crucial factor in the functioning of the Instructional Improvement Committees (IICs) in the multiunit schools studies. IICs are representative cabinet-type leadership committees. (Author/IRT)

Themes of the program were centralization and bureaucracy, planning and systems analysis, accountability and assessment, and teacher negotiations and participation in policymaking. (Author/JF)

Results indicate that teachers' activities are affected by their work-value orientations. Further, the bureaucratic orientation was not found to be in conflict with cosmopolitan or local values, but rather complementary to the local orientation in its effect on teachers' activity. (Author/IRT)

Summarizes a Louisiana study that asked teachers and new principals in 24 restructuring schools to assess their level of involvement in shared decision making, the kinds of information used to reach decisions, and their perceptions of various information sources' usefulness. Results showed high involvement but little valuing of information beyond…

Describes several models as tools for understanding decision-making in universities. The validity of each is discussed in terms of the results of a case study of faculty decision-making in a large university. Some perspectives for describing, analyzing, and understanding faculty decision-making are proposed. (Author/IRT)

Presents an analysis of the concept of "teacher participation in school decision making," a set of empirically based hypotheses concerning the current scope and extent of teacher participation, and an outline for a systematic program of research that could provide information for policy development concerning teacher participation.…