Chion-Kenney and Hymes (1994) have defined shared decision-making in terms of several characteristics. In this regard, the authors state that shared decision-making involves: (1) a new mindset about authority and responsibility in schools in which the power to make decisions about the school are no longer relegated simply to the top management but rather shared with faculty and sometimes even staff; (2) the negotiation of certain trends and issues as they apply to specific school settings and situations; and (3) variety in approach with no one model being the best way.
The authors also point out that there are several important criteria for determining when a school is ready for shared decision-making. These criteria include: commitment, attitude, purpose, action, leadership, readiness, character, and steadfastness.
The importance of teacher involvement in shared decision-making cannot be overestimated. In this regard, Jones (1995) has noted that existing occupational research has shown that employees who participate in decisions exhibit higher job morale; moreover, such participation tends to make an organization more effective.
In his study, Jones (1995) examined shared decision-making in relation to job morale and student achievement through the use of a survey-correlational design. Three instruments were utilized. The Teacher Decision-Making Instrument was used to measure actual and desired participation methods. The Purdue Teacher Opinionaire was used to gauge morale, and demographic data were also gathered using a researcher-designed instrument.
Elementary school scores on the Texas Assessment of Academic Skills for 1994 and 1995 were used as a measure of achievement. School size was also recorded.
Of the 1,176 teachers in the sample, 405 returned usable questionnaires (a relatively small return rate of 34.44 percent). Teachers reported that as a result of shared decision-making in place at their sc...