Abstract
Purpose. The study investigated differences in decision-making patterns between more effective and less effective school site councils. Methodology. A questionnaire was disseminated to 210 principals of School Improvement Program (SIP) schools with school site councils (SSCs). The questionnaire consisted of 26 items requesting information relating to: (1) SSC effectiveness; (2) SSC decision-making role; (3) SSC decision-making role clarity; (4) Early Childhood Education (ECE) program history; (5) SSC training (6) district support; (7) socioeconomic status; and (8) school effectiveness. T-tests and chi square were used to determine differences between more and less effective SSC groups. Findings. (1) More effective SSCs indicated greater decision-making involvement than less effective SSCs in: (a) Evaluation of SIP programs; (b) evaluation of SIP personnel; (c) selection of curriculum content; and (d) selection of SIP budget priorities. (2) More effective SSCs had less decision-making role confusion than less effective SSCs. (3) No differences were found between groups regarding previous ECE program experience. (4) More effective SSCs received more training than less effective SSCs. (5) More effective SSCs received more district support than less effective SSCs. (6) More effective SSCs has higher SES than less effective SSCs. (7) Students in schools of more effective SSCs performed better in reading, language, and math than students in less effective SSC schools. Conclusions. (1) SSCs focus decision-making involvement in areas directly related to SIP. (2) More effective SSCs have greater decision-making involvement than less effective SSCs in SIP related issues. (3) Previous EVE program experience is not related to SSC effectiveness. (4) SSC decision-making role clarity, district support, training, school-community SES and student performance are related to SSC effectiveness. Recommendations. (1) School boards should specify SSC decision-making role and responsibilities. (2) Policy-makers should provide greater decision-making involvement for SSCs in areas directly related to SIP. (3) Districts should evaluate policies and procedures to provide SSCs with adequate assistance. (4) School managers should focus SSC training on: (a) developing decision making and problem solving skills; and (b) clarification of decision-making roles and responsibilities.