The purpose of the study was to identify the decision-making processes of legislators engaged in public policy regarding education in Georgia. The study used a qualitative design. The researcher used short surveys and in-depth semi-structured interviews to understand the decision-making processes utilized by Georgia legislators engaged in public policy regarding education.
Each of the eight participants chosen for the study was purposefully chosen based on factors including party affiliation, location of district, gender, race, and years of experience so that a diverse representation was achieved. Each participant was assured anonymity and was represented solely as a participant number.
Findings revealed that most legislators relied on common sense and their personal background experiences when making decisions on how to vote on policy matters related to education. Though research is often available from various sources, time constraints often inhibit the use of such research. Other variables that influenced voting strategies included fiscal impacts, unintended consequences, timing, and most influential, sponsorship of the bill. Party affiliation and lobbyists were not seen as major influences.
Colleges of education, professional organizations for educators, school districts, and school personnel should be interested in the results so as to inform educational leaders and teachers of the need to well inform senior level, high-ranking members of the legislature of matters relevant to educational policy. Clearly, understanding how legislators decide to vote enables impacted parties to better influence decision-making.
INDEX WORDS: Decision-making, Georgia Legislators, Dissertation.
","abstract_html":"<p>The purpose of the study was to identify the decision-making processes of legislators engaged in public policy regarding education in Georgia. The study used a qualitative design. The researcher used short surveys and in-depth semi-structured interviews to understand the decision-making processes utilized by Georgia legislators engaged in public policy regarding education.</p> <p>Each of the eight participants chosen for the study was purposefully chosen based on factors including party affiliation, location of district, gender, race, and years of experience so that a diverse representation was achieved. Each participant was assured anonymity and was represented solely as a participant number.</p> <p>Findings revealed that most legislators relied on common sense and their personal background experiences when making decisions on how to vote on policy matters related to education. Though research is often available from various sources, time constraints often inhibit the use of such research. Other variables that influenced voting strategies included fiscal impacts, unintended consequences, timing, and most influential, sponsorship of the bill. Party affiliation and lobbyists were not seen as major influences.</p> <p>Colleges of education, professional organizations for educators, school districts, and school personnel should be interested in the results so as to inform educational leaders and teachers of the need to well inform senior level, high-ranking members of the legislature of matters relevant to educational policy. Clearly, understanding how legislators decide to vote enables impacted parties to better influence decision-making.</p> <p>INDEX WORDS: Decision-making, Georgia Legislators, Dissertation.</p>","abstract_has_math":false,"creators":["Tam, William N."],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Stephen Jenkins","Samuel Hardy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:00Z","subjects":["ETD","Decision-making","Georgia legislators","Dissertation","Leadership Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/1185","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Stephen Jenkins","Samuel Hardy"]},{"key":"dc:creator","label":"Author","values":["Tam, William N."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-11-04T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Decision-making","Georgia legislators","Dissertation","Leadership Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/1185"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the study was to identify the decision-making processes of legislators engaged in public policy regarding education in Georgia. The study used a qualitative design. The researcher used short surveys and in-depth semi-structured interviews to understand the decision-making processes utilized by Georgia legislators engaged in public policy regarding education.
Each of the eight participants chosen for the study was purposefully chosen based on factors including party affiliation, location of district, gender, race, and years of experience so that a diverse representation was achieved. Each participant was assured anonymity and was represented solely as a participant number.
Findings revealed that most legislators relied on common sense and their personal background experiences when making decisions on how to vote on policy matters related to education. Though research is often available from various sources, time constraints often inhibit the use of such research. Other variables that influenced voting strategies included fiscal impacts, unintended consequences, timing, and most influential, sponsorship of the bill. Party affiliation and lobbyists were not seen as major influences.
Colleges of education, professional organizations for educators, school districts, and school personnel should be interested in the results so as to inform educational leaders and teachers of the need to well inform senior level, high-ranking members of the legislature of matters relevant to educational policy. Clearly, understanding how legislators decide to vote enables impacted parties to better influence decision-making.
INDEX WORDS: Decision-making, Georgia Legislators, Dissertation.
"]},{"key":"dc:title","label":"Title","values":["An Investigation Into the Decision-Making Processes of Legislators Engaged in Public Policy Regarding Education"]}]}],"canonical_facts":{"dc:contributor":["Stephen Jenkins","Samuel Hardy"],"dc:creator":["Tam, William N."],"dc:date.available":["2014-11-04T08:00:00Z"],"dc:description.abstract":["The purpose of the study was to identify the decision-making processes of legislators engaged in public policy regarding education in Georgia. The study used a qualitative design. The researcher used short surveys and in-depth semi-structured interviews to understand the decision-making processes utilized by Georgia legislators engaged in public policy regarding education.
Each of the eight participants chosen for the study was purposefully chosen based on factors including party affiliation, location of district, gender, race, and years of experience so that a diverse representation was achieved. Each participant was assured anonymity and was represented solely as a participant number.
Findings revealed that most legislators relied on common sense and their personal background experiences when making decisions on how to vote on policy matters related to education. Though research is often available from various sources, time constraints often inhibit the use of such research. Other variables that influenced voting strategies included fiscal impacts, unintended consequences, timing, and most influential, sponsorship of the bill. Party affiliation and lobbyists were not seen as major influences.
Colleges of education, professional organizations for educators, school districts, and school personnel should be interested in the results so as to inform educational leaders and teachers of the need to well inform senior level, high-ranking members of the legislature of matters relevant to educational policy. Clearly, understanding how legislators decide to vote enables impacted parties to better influence decision-making.
INDEX WORDS: Decision-making, Georgia Legislators, Dissertation.
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