Decision-Making Style - Does It Make a Difference?

Abstract

The purpose of this study was to determine whether evidence exists for a connection between decision making style, teacher and student attitudes, and measurable student performance on a secondary level. Schools were selected based on Michigan Educational Assessment Program (MEAP) test results, forming a high and low MEAP group. Decision making style, teacher attitudes, and teacher perceptions of student attitudes were all measured using the Rensis Likert Associates Profile of a School questionnaire for teachers. Demographic information was collected from data available through the Michigan Department of Education and from the 1980 U.S. Census. Six hypotheses were formulated and tested. The first two hypotheses dealt with the relationship between decision making style, teacher attitudes, and teacher perceived attitudes of students; while hypothesis three dealt with the relationship between teacher attitudes and teacher perceived student attitudes. Hypotheses four and five dealt with the relationship between teacher attitudes, teacher perceived student attitudes, and MEAP performance; while Hypothesis six dealt with the relationship between decision making style and MEAP performance. The following conclusions were reached: (1) The link previously established by other research between a more participatory management system and more positive teacher attitudes was supported in the sample group as a whole. (2) Limited support was found for a connection between a more participatory management system and more positive teacher perceptions of student attitudes in the low MEAP subgroup only. (3) Limited support was found for a connection between more positive teacher attitudes and more positive teacher perceptions of student attitudes in the high MEAP subgroup only. (4) Very limited support was found for a connection between more positive teacher attitudes and a greater success rate on the MEAP test. Using stepwise regression, one teacher attitude component (teacher satisfaction) proved predictive of MEAP performance for the sample group as a whole. (5) Support was found for a connection between more positive teacher perceptions of student attitudes and a greater success rate on the MEAP test in the sample group as a whole, using stepwise regression. (6) Limited support was found for a connection between a more participative management system and a greater success rate on the MEAP test in the high MEAP subgroup only. (Abstract shortened with permission of author.)