TEACHER PARTICIPATION IN SCHOOL DECISION MAKING: A FRAMEWORK FOR RESEARCH

There is no strong empirical confirmation for theoretical claims that high levels of teacher participation in school decision making would improve schools. This inconsistency between theory and observation impedes the formation of well‐justified policies concerning the role of teachers in school governance. In order to resolve this inconsistency, researchers will require a common framework for their efforts. The framework presented in this essay includes an analysis of the concept of “teacher participation in school decision making” a set of empirically‐based hypotheses concerning the current scope and extent of teacher participation, and an outline of a program of research which has the potential to provide information for policy develoment.