Teachers’ involvement in shared school decision-making from a comparative perspective

• In Event: Data Use From a Comparative Perspective: Exploring How Teachers, Schools, and Districts Use Evidence and Research

Abstract

Using TALIS 2018 data, a large-scale international survey, we examined how principal perceptions of collaboration and teacher performance and teacher workload are associated with teachers’ involvement in school-level decision-making, and how such involvement is associated with positive teacher outcomes in the U.S. and South Korea. Our preliminary findings show that US and South Korean teachers were less involved in decision-making than other OECD countries, although there have been reform efforts to increase teachers’ involvement in decision-making. In addition, principal perception of teacher collaboration was associated with more teacher involvement in curriculum decision in the U.S., but not in South Korea. Finally, the relationship between teachers’ involvement in decision-making and teacher outcomes differed by the dimension of decision-making.

Authors

• Kyeongwon Kim, Florida State University

• Motoko Akiba, Florida State University