Research Note: Shared Decision Making—Rhetoric versus Reality

Abstract

Based on three samples of teachers (n = 670, n = 390, n = 454) from 55 elementary and middle schools involved in New Jersey's whole school reform program, this research note describes teacher participation in various types of school-level decisions over a 2-year period. Decisions in which teachers participated were categorized into three domains—core, managerial, and associated. Analyses were conducted on each decision domain to determine frequency of teacher participation and opportunity to participate. Results indicated that teachers had less than desired levels of participation in all three-decision domains, which included 16 areas of school decision making. They were most involved in core decisions about what and how to teach and least involved in managerial decisions about budget and staffing.

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