{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1395"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1395","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Elementary Teacher Decisions and Effects of Years of Experience","abstract":"A wide range of decisions must be made in schools every day. Many of these decisions are made by administrators; however, teachers can and should be involved in decision-making at the school level. Teachers are professionals and should be provided the autonomy to make decisions that they believe are in the best interest of their students, schools, and profession. This research study surveyed certified elementary teachers to determine which types of decisions they desired to participate in making and to determine if years of teaching experience impacted teachers' willingness to participate in certain types of decisions. This study provides elementary school administrators with insight into the types of decisions that can be delegated to teachers that engage them in decision-making practices. This is a quantitative non-experimental study using a survey instrument, Teacher Decision Survey. Teachers clearly want to participate in decisions at the school level; however, they have varying decisions they desire. Evaluation, instructional coordination, and rules and discipline are decision types that teachers desire to participate in making. Findings indicate that there is a relationship between a teacher's years of experience and the types of decisions he/she desires to participate in making.","abstract_html":"A wide range of decisions must be made in schools every day. Many of these decisions are made by administrators; however, teachers can and should be involved in decision-making at the school level. Teachers are professionals and should be provided the autonomy to make decisions that they believe are in the best interest of their students, schools, and profession. This research study surveyed certified elementary teachers to determine which types of decisions they desired to participate in making and to determine if years of teaching experience impacted teachers' willingness to participate in certain types of decisions. This study provides elementary school administrators with insight into the types of decisions that can be delegated to teachers that engage them in decision-making practices. This is a quantitative non-experimental study using a survey instrument, Teacher Decision Survey. Teachers clearly want to participate in decisions at the school level; however, they have varying decisions they desire. Evaluation, instructional coordination, and rules and discipline are decision types that teachers desire to participate in making. Findings indicate that there is a relationship between a teacher's years of experience and the types of decisions he/she desires to participate in making.","abstract_has_math":false,"creators":["Collins, Debra DeAnn"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Linda M. Arthur","Teri Denlea Melton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-01T07:00:00Z","date_published":"2012-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Decision-making","Years of teaching experience","Teacher decisions","Educational counseling","Mentoring in education","Counseling in elementary education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/395","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda M. 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Many of these decisions are made by administrators; however, teachers can and should be involved in decision-making at the school level. Teachers are professionals and should be provided the autonomy to make decisions that they believe are in the best interest of their students, schools, and profession. This research study surveyed certified elementary teachers to determine which types of decisions they desired to participate in making and to determine if years of teaching experience impacted teachers' willingness to participate in certain types of decisions. This study provides elementary school administrators with insight into the types of decisions that can be delegated to teachers that engage them in decision-making practices. This is a quantitative non-experimental study using a survey instrument, Teacher Decision Survey. Teachers clearly want to participate in decisions at the school level; however, they have varying decisions they desire. Evaluation, instructional coordination, and rules and discipline are decision types that teachers desire to participate in making. Findings indicate that there is a relationship between a teacher's years of experience and the types of decisions he/she desires to participate in making."]},{"key":"dc:title","label":"Title","values":["Elementary Teacher Decisions and Effects of Years of Experience"]}]}],"canonical_facts":{"dc:contributor":["Linda M. Arthur","Teri Denlea Melton"],"dc:creator":["Collins, Debra DeAnn"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["A wide range of decisions must be made in schools every day. Many of these decisions are made by administrators; however, teachers can and should be involved in decision-making at the school level. Teachers are professionals and should be provided the autonomy to make decisions that they believe are in the best interest of their students, schools, and profession. This research study surveyed certified elementary teachers to determine which types of decisions they desired to participate in making and to determine if years of teaching experience impacted teachers' willingness to participate in certain types of decisions. This study provides elementary school administrators with insight into the types of decisions that can be delegated to teachers that engage them in decision-making practices. This is a quantitative non-experimental study using a survey instrument, Teacher Decision Survey. Teachers clearly want to participate in decisions at the school level; however, they have varying decisions they desire. Evaluation, instructional coordination, and rules and discipline are decision types that teachers desire to participate in making. Findings indicate that there is a relationship between a teacher's years of experience and the types of decisions he/she desires to participate in making."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/395"],"dc:subject":["ETD","Decision-making","Years of teaching experience","Teacher decisions","Educational counseling","Mentoring in education","Counseling in elementary education"],"dc:title":["Elementary Teacher Decisions and Effects of Years of Experience"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}