The Dimensionality of Decision Participation in Educational Organizations: The Value of a Multi-Domain Evaluative Approach

摘要: While the literature on education reform has called for increased teacher participation in decision making, little is known about construct itself Previous research this area may be categorized according to approach taken with respect conceptualization and operationalization of making. We argue that an which views as both evaluation-based multi-dimensional nature advantages over three other common approaches such studies. A sample 842 elementary 689 secondary teachers used (a) show utility a multi-domain evaluative examine making (b) empirically identify four domains.