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ERIC Number: ED361837
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Collaborative Decision Making between New Principals and Teachers: Policy and Practice.
Beeson, Geoffrey W.; Matthews, Robin J.
Teacher participation in school decision making, often called participative or collaborative decision making, continues to be of significant interest in education research. Much of the discussion of collaborative decision making has centered on its claimed advantages. Research also has examined the economic, political, social, and cultural pressures which have contributed to school based decision making. Also, school-based management increases the sense of personal and political efficacy, broadens professional understanding, and increases trust in school organization. A study in Victoria, Australia, examined collaborative decision-making between beginning principals and teachers. Government policy in Victoria requires devolution of authority and responsibility to the school community, collaborative decision making, a responsive bureaucracy, educational outcomes, and the active redress of disadvantage and discrimination. The Beginning Principals Study was designed to determine how beginning principals implemented collaborative decision making. Interviews and questionnaires were used to study how 12 Victoria principals and teachers handled collaborative decision making situations. In all the decisions both the quality of the decision and its acceptance by staff were considered crucial. The study also suggests that when teachers are involved in meaningful collaboration and their input is considered important, conflict can be avoided. (Contains 26 references.) (JPT)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia