This study investigated the relationship between the power of English school heads and the participation of teachers in school decision-making. Specific objectives of the study were 1) to determine the type and extent of teacher participation in school decision-making, 2) to examine the relationship between teacher status within the school and frequency of teacher participation in decision-making, and 3) to analyze any differences between present and desired decision-making participation by teachers. Data were gathered from questionnaires completed by school personnel from a sample of nine schools in northwest England. The author's analysis indicated that school heads have tended to retain control of both physical and human resources, at the same time as there has been a development toward participative management. (JG)