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This article explores the relationship between teachers' perceptions of administrative practice in high schools and students' perceptions of the school, teachers and their own performance. It was found that where decision making is perceived by teachers as collegial, collaborative, co-operative and consultative and providing adequate opportunities for participation it will be more likely to lead to positive student perceptions about their school and teachers, as well as perceptions about relationships and their own performance, than where decision making is more top-down, executive or does not foster widespread involvement. Reinforcing these findings it was found that where teachers identify the main sources of stress in their schools as lack of support from management, poor leadership and ineffective decision-making processes, students are much less favourably disposed towards their teachers or their own engagement and performance. Previously reported results have shown that such inclusive decision-making practices may not be widespread in high schools.

Item Type:	Refereed Article
Keywords:	.Schools, Decision making, Stress
Research Division:	Education
Research Group:	Specialist Studies in Education
Research Field:	Educational Administration, Management and Leadership
Objective Division:	Education and Training
Objective Group:	Education and Training Systems
Objective Field:	Education and Training Systems Policies and Development
UTAS Author:	Mulford, WR (Professor Bill Mulford)
UTAS Author:	Kendall, LR (Dr Lawrence Kendall)
UTAS Author:	Kendall, D (Dr Diana Kendall)
ID Code:	30555
Year Published:	2004
Deposited By:	Education
Deposited On:	2004-08-01
Last Modified:	2010-05-03
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