This research investigated the interrelationships of educational decision making with the organizational climate and innovativeness in public schools. The data used in the study were gathered from 1,250 professional staff members in 49 public schools in Oregon, Washington, Nevada, Idaho, and Utah. The participating schools were classified into innovative and organizational-climate levels through use of questionnaire instruments. Another instrument determined whether the decision-making structure in each school was centralized or decentralized. The findings indicate that the educational decision-making structure does not measurably influence decisions of professional staff members to adopt innovative practices. However, more innovation was indicated in schools with greater openness of organizational climate. It is concluded that factors such as personality characteristics of the administrator, his willingness to adopt innovative ideas, his leadership style, and the diffuseness of the communication network may have more influence on decisions to adopt innovative ideas than the structure of decision making. (LN)