An exploratory study focused on teacher participation in the decision-making processes of personnel selection in public schools. A stratified random selection procedure was employed to select a sample of public school teachers (kindergarten through 12th grade) in a large midwestern state. The survey was mailed to a total of 305 teachers, 60 percent of whom responded to the questionnaire. Results indicated that teachers are rarely involved in the selection of teachers or principals. Teachers in rural districts reported the highest levels of participation. Teacher satisfaction with teacher selection is reported, as well as teacher satisfaction with principal selections. In response to questions about interest in participating in the selection of teachers and principals, teachers indicated a strong tendency for participation. Six conclusions that have important implications for personnel selection practices and for further research areas are presented. A model for meaningfully involving teachers in personnel selection practices is included, showing how both teachers and administrators can contribute to the process. Also included is an annotated list of references. (MD)