Management practices for promoting shared decision-making in school organization

This paper predicts the effect of school management practices on teacher participation in decision-making through a quasi-experiment design. The study identifies the decision domains that would provide school administrators practical steps to effectively involve teachers in decision-making under the school based management policy. 20 aided secondary schools in Hong Kong were selected by cluster sampling, 388 teachers took part in the questionnaire survey. Structural equation modelling was applied to identify the predictive relationship between the management practices and decision domains. Results show that there are predictive effects of bureaucratic control and professional autonomy in the involvement of teachers in pedagogical and managerial decision domains.