DECENTRALIZATION, DEVOLUTION AND THE TEACHER: PARTICIPATION BY TEACHERS IN THE DECISION MAKING OF SCHOOLS

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Abstract
The implementation of the policy of devolution in the government school system of Victoria, Australia, has significantly enhanced the opportunities for teachers to become involved in the decision making of schools. This article reports on a study designed to investigate the factors associated with involvement. Analysis of the data found teacher involvement in the decision making of schools to be associated with: gender; seniority and organizational responsibility; age and teaching experience; affiliation with the teachers association; the influence of the principal; the individual's sense of personal, political and professional efficacy; the individual's confidence and trust in the organization and its administration; the conflicting demands, anxiety and pressure of time; and the perceived effects of participation on curriculum and teaching practice.

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