Abstract
Purpose. The purpose of this study was to identify the knowledge and skills elementary principals use to initiate site-based shared decision making and to determine how important the knowledge and skills were perceived to be by these principals. Methodology. This study was ex post facto descriptive research. A case study was conducted with eight elementary principals identified through a dual nomination process. Qualitative analysis and an expert panel were used to determine patterns and themes that emerged from the interview data. Findings. The areas that principals identified as important in order to initiate site-based shared decision making were: (1) Knowledge about the change process, group formation, and group dynamics; and (2) skills in asking questions, paraphrasing and facilitating small group processes. Conclusions. The findings from the study suggest three conclusions. First, being able to effectively facilitate small group processes was critical to the principal's success in initiating site-based shared decision making. Second, working toward shared decisions has shifted the principal's role from manager toward group facilitator. Third, as principals began to move their school staffs toward site-based shared decision making, they had to expand their knowledge of several theory areas and use a variety of interpersonal skills to effect this change. Recommendation. The findings from the data suggest the following recommendation: Principals new to site-based shared decision making should seek opportunities to be mentored by principals who have acquired and successfully demonstrated the knowledge and skills that this change demands.