A Cross-National Analysis of Shared School Decision Making With Teachers

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Understanding Teacher and School Collaboration: Factors Impacting and Implications of Collaborative Environments (Table 5)

Abstract

Although the benefits of involving teachers in various areas of school decision-making are
well-established, little is known about how the level of shared decision-making with teachers
in the U.S. compare with other countries and how it is associated with student achievement.
Using principal survey data from the TALIS and student assessment data from the PISA in
2018, we found that U.S. teachers’ involvement in the school policy-related decision-making
was lower than the international mean, and U.S. teachers in high-poverty schools were less
likely to be involved in such decision-making than their counterpart in low-poverty schools.
Our cross-national analysis revealed that the countries with greater teacher involvement in
school decisions were more likely to have higher student achievement.

Authors

• Kyeongwon Kim, Florida State University
  Presenting Author

• Motoko Akiba, Florida State University
  Presenting Author