The purpose of this study was to explore the relationship between teachers' participative decision-making and school effectiveness in special schools. After the review of literature, a questionnaire was developed in this study to survey 350 special school teachers. The statistical methods used were T-Test, Pearson Product-Moment Correlation, One-Way ANOVA and Multiple Regression. From the statistical analysis of the results, the following conclusions were drawn: 1. There was a significant difference of the biographical variable (gender) on teachers' participative decision-making. 2. There were significant differences of some job background variables (school history, job position, and departments of special education) on teachers' participative decision-making. 3. There was a significant difference of the biographical variable (gender) on school effectiveness. 4. There were significant differences of some job background variables (job position, school history) on school effectiveness. 5. There were significant differences for each decisional situation on teachers' participative decision-making. 6. There was a significant correlation between teachers' participative decision-making and school effectiveness. 7. Some biographical variables and job background variables successfully interpreted the teachers' participative decision-making and school effectiveness. 8. Teachers' participative decision-making successfully interpreted the school effectiveness. (Contains 10 tables.).

This dissertation, "Participative Decision Making and Its Relation to Schooleffectiveness: Perceptions of Vice Principalsin Aided Secondary Schools of Hong Kong" by Yiu-chi, Hui, 許耀賜, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3195606 Subjects: School management and organization - China - Hong Kong - Decision making High school principals - China - Hong Kong Teacher participation in administration - China - Hong Kong School management and organization - Decision making Secondary school principals Teacher-participation in administration

The first International Handbook of Educational Leadership and Administration (Leithwood et al.) was published in 1996 and quickly became something of a best seller for reference works within education. Such success, we suggest, was at least partly due to the unprecedented global waves of concern for improving schools launched in the mid 1980's, combined with a widespread belief in leadership as the single most powerful contribution to such improvement. The roots of this belief can be found in evidence produced by the early "effective schools" research, although there is a "romance" with leadership! as an explanation for success in many non-school enterprises, as well. During the two-year period during which this current handbook was being written, activity in the realms of school leadership, school improvement, and leadership development gained further momentum. The English government created its new National College of School Leadership, and several Asian nations announced new initiatives in leadership selection, preparation, and development.

Scientific Study from the year 2010 in the subject Pedagogy - Job Education, Further Education, grade: 1.0, Bowen University, language: English, abstract: This study was designed to assess the participation of teachers in school decision-making and its influence on their decision-making and its influence on their job satisfaction and productivity. The sample of the study comprised of 96 teachers and principals of six senior secondary schools in Mainland Local Government area of Lagos State. A designed research instrument was used to generate relevant data for the study- The data were tested using percentage and Chi-square statistical tools. Three null hypotheses were tested in the study which revealed that teachers’ participation in school decision making has significant relationship on their job productivity; principals’ leadership styles have significant relationship on teachers' involvement in school decision-making, management effectiveness has significant influence on job productivity in schools. Based on the findings, some recommendations were made to the principals to encourage teachers to participate in important school discussions that will motivate them to develop a sense of belongingness to the organizations and enhance their job productivity.

USA. Research report using a literature survey and simulation questionnaire to examine effects of workers participation on job satisfaction, Motivation and labour productivity in a programme management office - concludes that participation decision making will have positive results when two variables are present, (1) uncertainty, complexity and rapid technological change and (2) subordinate possession of moderate or high need for independent behaviour. Bibliography pp. 32 and 33, diagram, graphs and statistical tables.