Identification of the knowledge and skills elementary school principals need to sustain site-based shared decision-making.

摘要

Purpose. The purpose of this study was to identify the specific knowledge and skills principals use to sustain site-based shared decision-making at selected elementary schools in Orange and San Diego Counties and to determine which of these skills and knowledge are perceived by the principal to be most important.;Methodology. This study was ex post facto descriptive research. Eight elementary principals who had sustained site-based shared decision-making three years or more were nominated through a dual selection process to participate in this case study. Qualitative analysis and an expert panel were used to determine patterns and themes that emerged from the data collected through in-person interviews.;Findings. Principals validated the importance of knowledge of group formation (group dynamics), interpersonal skills, and methods to promote resourcefulness for shared decision-making. Active listening and people skills used to foster trust building and a nurturing environment were critical skills that were reinforced through well-defined organizational procedures developed in a collaborative setting.;Conclusions. The findings suggest five conclusions. (1) preparation programs for school administrators should include theory and practice in group dynamics, dialogue, and decision-making; (2) stakeholders must intentionally build in organizational processes that foster and encourage decision-making; (3) effective leaders should deliberately develop interpersonal skills and strategies to sustain shared decision-making with groups over time; (4) a climate of trust and strong culture for participatory decision-making promotes an environment for shared decisions that is recognized and sustained; and (5) reflective though practiced by effective leaders recognizes the importance of knowledge and skills for sustained site-based shared decision-making.;Recommendations. The findings of this study suggest that additional research on different urban areas, secondary schools, or district office personnel be done to determine the knowledge and skills required in different locales or organizations where site-based management has been sustained over time.