The relationship of teachers' involvement in participative decision making at different career stages and teacher career satisfaction

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Frances Gail Dixon Stowe (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Charles M. Achilles

Abstract: The purposes of the study were to investigate the involvement of teachers in the building-level participative decision making process and to determine if the different stages of teacher career development affect involvement in the decision making process and/or job satisfaction. The focus of the literature review agrees that participation does increase feelings of self-worth and self-confidence. As a change strategy, participation may enhance results, but it is not a necessary condition for change. Most studies support the proposition that participation in organizational decisions increases satisfaction with the organization and the job. Satisfaction is a function of the type of decision that participants are involved in as well as their degree of involvement. The amount of desired participation by teachers is influenced by their career stage and experience.

Additional Information

Language: English
Date: 1992
Teachers $z North Carolina $x Decision making
Teachers $z North Carolina $x Job satisfaction
School management and organization $z North Carolina $x Decision making
Teacher participation in administration $z North Carolina

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