The major purposes of this study were (1) to determine the congruence between perceived actual and desired frequency and extent of participation by teachers in the decision-making process; (2) to relate decision participation to teachers' job satisfaction; (3) to relate selected personal and situational variables to decisional participation; and (4) to identify teachers' perceptions of who is and who should be involved in making selected educational decisions. The conceptual foundations for the study were social systems theory, decision theory, and the literature pertaining to individually guided education and job satisfaction. Data were collected on site in ten middle and junior high schools located in seven different states, and included 242 teacher respondents. The instrumentation consisted of a personal data questionnaire, the Decision Participation Analysis questionnaire, and the Job Satisfaction Survey . Among the major conclusions were that teachers want collegial decision-making groups at both technical and managerial levels to have more say in the decision-making process and that teachers differentiate decisional issues as either technical or managerial according to their relevance to each functional level within a school. (Author/MLF)