f implementation was determined to be based on the level of district support provided to the schools, principal perceptions regarding SBM, and faculty perceptions with regard to decision-making responsibility” (Kemper and Teddlie 172).
Changes in operation and methods require changes in mentality. Too often the literature reports that mandated changes in these areas result in little change with little or no follow-through once mandates are declared. Educators are presently being asked to flatten organizational structures, decrease centralized decision-making, and afford employees more opportunities for ownership and institutional decision-making. However, this takes employees with the ability to change. SBM is thought to improve morale because it gives teachers more power and authority in shaping the educational environment, but studies show this is not necessarily the ca
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