Staff Processes and Pupil Attitudes

Abstract

This paper examines the relation between the involvement of teachers in school management and their pupils' school-relevant attitudes. The teacher participation is conceived in terms of a process of dialogue, decision-making, and action-taking (DDA) regarding particular changes under way in the school. The pupil attitudes that are shown to be associated with DDA are attitudes toward learning, attitudes toward school, and the pupil's self-concept. Data are presented to substantiate the view that it is not the teachers' personal characteristics (e.g., teaching experience or dogmatism) which are crucial in developing favorable student attitudes, but rather the teachers' organizational participation. The evidence indicates that teachers who are more involved in the dialogue-decision-action process have students with more favorable attitudes; and that these teachers likewise reflect the greater sense of mastery (low powerlessness scores) that staff participation hypothetically should encourage.