Teachers' decisional satisfaction and student achievement

Date of Completion

January 2001

Keywords

Education, Administration|Education, Elementary

Degree

Ph.D.

Abstract

The purpose of this study was to determine whether a relationship exists between teacher participation in school-level decision making and student achievement as measured by the Grade Four Connecticut Mastery Test in reading, writing and mathematics. ^ Two broad questions framed this study. To what extent does teacher participation in school-level decision making relate to student achievement on the fourth grade Connecticut Mastery Test? And, is teachers' satisfaction with the level of participation in school-level decision making correlated with student achievement? ^ The Decisional Participation survey (Bacharach, et al, 1986, 1990) was distributed to teachers at a random sample of schools in Connecticut Education Reference Group (ERG) G and H. Data were obtained from 623 teachers, a return rate of 56.3%. Connecticut Mastery Test index scores (1999) were used for the school achievement data in reading, writing and mathematics. ^ Five factors were elicited from the nineteen survey decision items in contrast to four factors found in prior research. This study adds to the body of research on the multidimensional view of teacher participation in decision making. Linear regression resulted in no significant relationship between the factors of teacher participation in decision making and student achievement. ^ Teachers reported significant decisional dissatisfaction for all nineteen decision items, as determined by a t-test between current and desired decisional participation. A slight correlation between teacher's decisional satisfaction and student achievement was attained. Further research to ascertain reasons for teacher's dissatisfaction with decision making is warranted. ^

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