Abstract
The purpose of this paper is to illustrate the importance of treating participation in decision making in a multidimensional manner. Ques tionnaire results indicate that participation in different decision domains is differentially related to teacher satisfaction. A practical implication is that efforts to increase teacher influence should focus on particular kinds of decisions.
Allan M. Mohrman, Jr., is on the Faculty of Management Science, College of Administrative Science, The Ohio State University; Robert A. Cooke is a Study Director at the Survey Research Center of the Institute for Social Research, The University of Michigan; Susan Albers Mohrman is a graduate student in the Organization Behavior Depart ment of the Graduate School of Management, Northwestern University.
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