Researchers looked at participation in decision-making as perceived by 2,056 teachers, principals, central office personnel, and superintendents in Tennessee. They also looked at both satisfaction in relation to six decision categories and attitudes toward unionization. Teachers' self-perceptions of participation in policy decision-making generally were at lower levels than self-perceptions of principals and central office staff. Satisfaction with decision-making was moderately high for all respondents with principals indicating the highest satisfaction levels overall. All respondent groups indicated a moderate to high willingness to participate in collective action with teachers having the highest militancy levels. Correlations between satisfaction, participation, and militancy implied that there are ingredients other than participation in key decisions that affect teachers' satisfaction levels and willingness to unionize. Investigators visualize followup studies in the same school districts. Information on this issue may determine future action and strategy for teachers and managers. (Author)