School decision making opportunities available to teachers were identified, and possible reasons for the existence of so little teacher decision making authority in the public schools were explored. While there was some evidence that many teachers may not desire increased involvement, the question was raised of whether or not such involvement might be in their best interests. Teacher involvement was examined in nine areas: instructional coordination, curriculum development, professional development, evaluation, school improvement, personnel, rules and discipline, general administration, and policy making. Analysis of the phases of decision making and the relationship between involvement and influence in the decision making processes suggested that teachers have more involvement than influence. The absence of teacher involvement was examined from the perspectives of psychology, political science, sociology, and organizational theory. It was concluded that each of the disciplines made valuable contributions to an understanding of teacher decision making at the school level, although none alone could provide a complete explanation for the current pattern of teacher involvement. (JD)