Models of School Decision-Making

The purpose of this paper is to compare two models of school decision-making: (1) the site-based decision model (sometimes termed site-based management) in which the principal and teachers collaborate in decision-making; and (2) the top-down decision model in which the principal makes decisions without teacher input. Of specific research interest is determining the impact of the two decision-making models on teacher attitudes and performance.

Site-Based Decision Model: Teacher Attitudes and Behavior

Teachers attitudes and behavior with respect to site-based decision-making have been examined in a variety of studies. Blanchard and Karr-Kidwell (1995), for example, examined the attitudes of a sample of Texas school teachers involved in site-based management programs. According to the authors, many teachers found that their participation in decision-making enabled them to feel more committed to school reform and change. However, the authors cautioned that the success of site-based decision making at any school is contingent upon administrative leadership that is willing to share power. In order words, if the principal is not committed to truly allowing teachers to collaborate in decision-making, no matter how well designed a collaborative program might be, it will probably fail.

House (1994) conducted a survey of 52 teachers' perceptions of site-based decision-making at three Toledo City Schools. Analysis of survey data was said to show that

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r aggressive emotional displays, and problem-solving. Conflict existed in these schools and was part of the everyday professional and personal lives of teachers. Teachers and principals used power, negotiation, and exchanges to further their own personal and professional interests. The site-based managed school did not promote teacher collaboration to a greater extent than did the top-down managed school. As the foregoing study shows, the implementation of site based decision making is not necessarily accompanied by positive changes in teachers attitudes and behaviors. According to Black (1996), however, the reason for this lack of positivity is that while schools are increasingly adopting site-based management, little uniformity exists among districts. She states that site based decision making is suffering from growing pains and "shop-floor realities," with principals and teachers managing schools through trial-and-error. Furthermore, Black reports that problems arise because many principals are paranoid about their changing roles, and teachers are struggling with budgeting and other management responsibilities. Top-Down Decision-Making: Teachers' Attitudes and Behavior In March 1990, teachers in 80 percent of the

Category: Psychology - M