Abstract
School‐based, decision‐making councils were studied as vertical teams, groups of individuals who share a common purpose but operate on different levels from different role perspectives within the organization. These role perspectives were considered important determinants of the amount of conflict experienced by council members when conflict was considered to be a function of the bases of leader power of the principal and the social influence of the council members. Subjects were from 144 schools in Kentucky, representing the three school council constituencies: teachers, principals, and parents. Findings of the study revealed significant differences in the amount of conflict, power, and influence between the three council constituencies and a significant relationship between the amount of conflict and power and influence.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
