Running head: Participative Decision- Making Case Study

Case Study:

Participatory Decision-Making in Ethical Dilemma

and How it Relates to Job Satisfaction

By:
Suzette Charlery

Professor: Dr. Alicia Law

International College of the Cayman Islands
GR: 504. Management Theories and Practice
January 15, 2017

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Table of Contents
Abstract........................................................................................................................ 4
Introduction................................................................................................................ 5
Purpose of the Paper......................................................................................................... 6
Keywords and Definition of Terms....................................................................................... 6
Methodology.................................................................................................................. 8
Statement of the Problem................................................................................................... 9
Background of the Problem.............................................................................................. 11
Research Question......................................................................................................... 11
Theoretical Framework................................................................................................... 12
Review of the Literature.................................................................................................. 13
Participative Decision Making Styles.....................................................................13
Decision -Making and Organizational Structure.....................................................14
Ethical Dilemma and the Decision-Making Process...............................................15
Ethics and Leadership........................................................................................... 16
Teaching as a Profession........................................................................................ 17
Job Satisfaction...................................................................................................... 18
Negative Effects of Low Levels of Job Satisfaction.................................................19
Outside forces that Shape Unethical Decision Making in the Workforce................20
Improving Decision-Making and Ethics Training....................................................21
Retention in the Teaching Profession.....................................................................22
Discussion................................................................................................................... 23
Participation in decision-making in the workplace.................................................23
Limitations................................................................................................................... 24
Data Analysis................................................................................................................ 24

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THE IMPORTANCE OF PARTICIPATIVE DECISION- MAKING
Conclusion................................................................................................................... 26
The Projects Potential Impact on Social Change....................................................................27
References................................................................................................................... 29
Appendix A.................................................................................................................. 32
Appendix B.................................................................................................................. 33

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Abstract
Managers make decisions at all levels of the organization. Although there are many models of
decision making which vary in scope, assumptions, and applicability. My goal is to demonstrate
the benefits of participative decision making in an ethical dilemma. According to Lewis,
Goodman, Fandt and Michlitsch (2007), good decision making begins with the recognition or
awareness of problems and opportunities and conclude with an assessment of the results of
actions taken to solve those problems. The level of participation in decision making depends on
the manager, the employees, the organization and the nature of the decision itself (Lewis et al.
2007). Research by Kim (2001) found that teachers participation in decision making gives
teachers more authority and power in the domain of their daily professional activities and with
job satisfaction (Kim, 2001).
My research will explore the importance of making good ethical decisions in solving ethical
dilemmas and how it reflects on the job satisfaction of employees. The study is designed to
determine if there is any direct relationship between principals using participative decisionmaking skills and teachers job satisfaction.
Keywords: Decision making, Participative decision making, Teachers participation,
Job Satisfaction, School Effectiveness, and Ethical Dilemmas

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Introduction
There are seven steps included in the decision-making process. Factors such as individual
personalities, attitudes, behaviors, ethics, values, and culture can influence managers decision at
each step of the decision-making. Lewis et al. (2007), explain these steps are:

Identifying opportunities and diagnosing problems

Identifying objectives
Generating alternatives
Evaluating alternatives
Reaching decisions
Choosing implementation strategies
Monitoring and evaluating

When the decision maker considers these seven steps and is concerned for and attentive to the
process, leaders are thought to be vigilant which makes the good decision more likely to happen.
Lewis et al. (2007) explain further that it is important to note that no single technique applies to
all situations or dilemmas in an organization. Often, managers work with their employees and
peers in the organization and may need to solicit input from them. Decision-making assigned to a
group is participative decision making.' Participatory decision making is becoming more
popular. Organizations such as schools often consider including groups of employees who are at
a lower level of the organization to make decisions. Advantages include greater experience and
expertise, more information, higher satisfaction, and greater acceptance of and commitment to
the decision (Lewis et al., 2007). It is significance that principals determine when group decision
making is appropriate. Teacher participation in school decision making affects the broader school
beyond their classrooms (Duke 2005). This research concentration on investigating the outcome
when principals decide to include teachers participation at any level of participative decision
making during an ethical dilemma.

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Purpose of the Paper

The purpose of this study is to investigate the relationship between participative decision-making
and teachers level of job satisfaction in elementary schools. The study examined how principals
include teacher in the decision-making process. This paper focuses on the Ministry of Education
in the Cayman Islands as it explores the importance of principals involving teachers in decision
making.
Education is one of the foundations of a country that will influence social, cultural, political, and
economic development. Research show that many countries around the world are making
decisions and implementing the development of their educational system with a focus on the
quality of teaching, curriculum design, and student achievement (Hung, 2005).
According to Robbins and Judge (2014), the less distortion in communication in the
organization, the more employees will receive goals, feedback, and other management messages
as intended. Furthermore, teachers who have the opportunity to participate in site level decisionmaking processes and share ideas in formatting policies were more satisfied with their work and
felt more enthusiasm for the school system (Duke, 2005).
Keywords and Definition of Terms
The key terms used in this study are decision making, participative decision making, teacher
participation, job satisfaction, ethical dilemma and school effectiveness. Key term definitions
are:
Decision making
Lewis et al. (2007) define decision making as the process through which managers identify and
resolve problems and capitalize on opportunities.

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Participative Decision-making(PDM)
Participative decision-making is a type of organizational operation in which decision arrive. It
must involve at least two people, and the extent of participation and the role played are not
necessarily equal (Duke, 2005).
Teacher participation
Teacher participation is a key component that can take place in the context of shared leadership
or participative management. Teacher participates by contributing, giving input and exercising
some degree of decision-making authority in decisions regarding instruction and core functions
of the school (Hung, 2005).
Job satisfaction
Job satisfaction describes a positive feeling about a job, resulting from an evaluation of its
characteristics. A person with a high level of job satisfaction holds positive feelings about the job
whereas a person with low-level holds negative feelings (Robbins and Judge, 2014). Teacher job
satisfaction is the teacher comparing the actual outcome to the outcome desired (Hung, 2005).
School effectiveness
According to Hung (2005), school effectiveness refers to the performance of the organizational
unit called the school. Effectiveness is according to the average achievement of the pupils at the
end of the formal schooling. The outcome of the school shows the effectiveness.
Ethical Dilemma

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Ethical dilemmas are common in the workplace. These are situations in which a person must
decide whether to do something that although beneficial to oneself or the organization may be
considered unethical.

Methodology
A survey was developed to measure the effectiveness of good decision making between principal
and teacher. The purpose of the intervention was to provide teachers with easy to understand and
easy to implement content knowledge. This self-administered questionnaire consisted of 8
statements and was designed using Microsoft Excel to evaluate teachers perception of decision
making with their principal and how it affects their level of job satisfaction. This cross-sectional
survey design consisted of statements asking about decision making in the context of the
interaction between the principal and teacher and give feedback from ethical situations involving
students, professional ethical situations, community and family situations or bullying situations.
Besides decision making, the questionnaire was structured to include receiving information from
teachers of issues about success, outcomes, structure, culture, readiness capacities, collaboration,
quality and assessment, visions, improvement, staff development and leadership styles as it
relates to working with their principal (Arlestig, 2008).
The qualitative design consisted of full open-ended questions that encouraged teachers opinion.
Surveys emailed to 8 elementary school teachers. Individual teachers gave consent to participate.
6 participants responded.

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Statement of the Problem

In organizations, leaders are faced with ethical dilemmas daily as they balance their ethics and
performance goals with the companys practices and policies. Hung (2005) rightly pointed out in
his research that the school is an essential organization of society through which people and
governments implement educational policies and reach their goals. As technology develops and
global economic changes, the learning environment is also changing and met with challenges
(Hung 2005). Ethical dilemmas arise when two sets of values are in conflict requiring individuals
to choose between them. At some point in their careers, these dilemmas may conflict with
leaders or employees values (Moreno, 2011). The following situation illustrates an ethical
dilemma:
There is a reading recovery program for struggling students in the elementary school. The
students sit in front of a computer doing exercise after exercise with no teacher assistance. The
teacher suggested an alternative program based on knowledge of the students low computer
skills. Principal believes in this program and expects teachers to tell parents that adequate
interventions are in place even though these children continue to fall behind. After an evaluation
of students low exam results, the principal reminds teacher they are the leading Elementary
School, and so the scores need to be corrected. The principal made it clear that teacher needs
to go back and retest students making sure to mark the correct answers. The teacher refused
and resigned from the job. In this scenario, the principal did not consider the teachers opinion on
methods to improve the students reading but expected them to perform unethical behavior by
adjusting the students scores.
Teachers are sometimes put into an unfair situation and are expected to change students grades
or scores leading teachers to have second thoughts of staying in that job. Giving in to this

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principals unethical demands can only end badly. Although outside pressures can cause
administrators to get tunnel vision and lose sight of what is best for the students, teachers are
expected to do the right thing and never compromise their integrity. Likewise, leaders are
expected to set a good example. Would any teacher want to continue working for an unethical
principal? How would this authoritarian leadership and unethical behavior impact teachers level
of job satisfaction? Would students score better if decision making was participative and
included teachers opinions or suggestions?

Here in the Cayman Islands, principals that encounter complexed situations in their schools may
be forced to view ethical problem within sharply restricted bounds, limited by organizational
constraints such as time, information, resources and their mental capacities. It is important that
principals remember foremost that the schools have written values which include teamwork and
respect for others. Ministry of Education (2007), outline the aim and principles of the curriculum
which is guided by the mission statement. The mission statement include providing all students
with opportunities to acquire the skills, knowledge, attitude and values to prepare them to be
successful and productive lifelong learners and citizens in an ever-changing global society,
through a broad, relevant, and balanced national curriculum (Ministry of Education, 2007, pg.
2).

I believe effective teamwork among principal and teacher is of vital importance for the
accomplishment of the mission statement. The use of the participative decision making in an
ethical dilemma such as this scenario is desirable because teacher involvement and shared
information prove to be valuable for student outcome and job satisfaction (Kim, 2001).

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Background of the Problem

Low level of job satisfaction is more likely to translate to turnover when employment
opportunities are plentiful as employee perceive it easy to move on or when there is high human
capital and employee have many available alternatives (Robbins and Judge, 2014).
The Ministry of Education acknowledged that the high turnover rate, particularly among
expatriate teachers, has a negative impact on the education system in Cayman. The number of
teachers leaving the profession, or at least leaving the Cayman Islands, has increased
dramatically in the past couple of years. Around 80 of the 439-teaching staff in the public-school
system left their jobs in the last academic year, up from 47 in the 2011/2012 school year
(Whittaker, 2013). There is consideration of the role of the teachers because centralization is
causing more stress on teachers and making them feel uncomfortable and causing some teachers
to quit their job (Hung, 2005).
Research Question
My research questions are:
1. How and to what extent are principals employing participative decision making in their
school?
2. How has participative decision-making style contributed to the teachers level of job
satisfaction and school effectiveness?

Theoretical Framework
Argument for Teacher Participation

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Duke (2005) discussed the four theoretical orientations argued for teacher participation in
organizational decision-making. They are democratic, socialist, human growth and development,
and productivity and sufficiency
1). The democratic argument for teacher participation is also called an Ethical Approach.' It
reflects the belief that it is morally imperative that teachers are offered the opportunity to
participate in the governance of an organization because teachers have the right to exercise some
control over their work and their professional lives. Teachers participation is necessary to
professionalize and democratize teaching in the school setting (Duke, 2005).
2). The Socialist Theory is based on the belief that workers must participate in and ultimately
control the production process to prevent the treatment of labor as a commodity and the resulting
alienation. Development of this theory happened during the struggles European workers faced in
the mid-twentieth century. Active, educated and self-conscious workers such as teachers, form
the base of this theory (Duke, 2005).
3). Human growth and development reflect an orientation towards the involvement of
employees participation as a means of enhancing their lives by providing the opportunity for
growth and learning within the workplace. This theory place greater importance on employee
intrinsic motivation and allowing autonomy, influence, and responsibility (Duke, 2005).
Furthermore, research suggests human growth outcome are another way to achieve higher
productivity, efficiency and must satisfy psychological needs such as affiliation, power, and selfesteem (Keith, 1996 as cited by Duke, 2005).
4). Increased productivity and efficiency are accomplished in the organization when worker
participation is promoted rather than the top-down structure of some traditional schools. Blas

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and Blas (2000, as cited by Duke, 2005) in a study of 45 principals found that most principals
notice the improvement of teachers and learning as a primary purpose for employing
participatory decision-making. Earlier research carried out by Mohrman et al. (1992, as cited by
Duke, 2005) also show worker participation resulted in less absenteeism, less turnover, better
decision-making, and problem-solving and less management overhead.
Review of the Literature
Participative Decision Making Styles
There are five levels of subordinate participation in decision making developed by researchers
Vroom and Yetton (Paleanteo 2008). The model by Vroom and Yetton envisioned a continuum
ranging from highly directive to highly participative. At one extreme, leaders make decisions and
do not consult with subordinate or offer little explanation for their decision while at the other
extreme, leaders turn decision-making over to the decision making to subordinates and act as a
facilitator (Palenleo, 2008 pg 11). Participative decision making is a shared leadership which has
existed for many years and is used in many countries widely to promote in schools improvement
literature (Duke, 2005). The five decision-making levels by Vroom and Yetton (as cited by Lewis
et at, 2007) are:
Decide style
Leaders use their knowledge/ expertise and may collect information from the group to solve the
problem before announcing or selling the decision to the group.
Consult individually style

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Leader presents the problem to the group members individually for ideas and suggestions then
make the decision. For example, the specific teacher who the dilemma concerns.
Consult group style
Leader present the problem to the group in a meeting, gets their suggestions then decides. For
example, teachers in a staff meeting.
Facilitative style
Leaders present the problem to the group in a meeting but act as a facilitator as they clarify the
constraints and seek concurrence from the group on the decision.
Delegate style
Leaders permit the group to make the decision within prescribed limits. Group identify the
problem, decides how to solve the problem and develop alternative solutions to the decision.
(Lewis et al., 2007).
Researcher Kim (2001) found that employee participation in the decision-making process in
organizations gain a sense of ownership in decisions made and employees are more likely to
carry them out because they can be held accountable for what they decide to do (Kim, 2001).
Employees are happy with their job, believe in their inner worth and basic competence which is a
positive core self -evaluation (CSE) because they see their job as more fulfilling and are willing
to gravitate to the challenges of the job (Robbins and Judge, 2014).
Decision -Making and Organizational Structure

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Organizational structure is how job tasks are formally divided, grouped, and coordinated
(Robbins and Judge, 2014). Researcher Mosheti (2013), suggests that there are three different
dimensions of organizational decision-making and the interplay between these structural
dimensions fluctuate. They are characterized by job responsibility, local norms, regulations, and
decision-making:

Formalization is the extent to which role and behaviors are described and documented.
Complexity is the number of specialists whose functions are unique from the employees.
Centralization focus on the degree of information joint between levels and the degree of
participation in long-range planning (Mosheti, 2013).

The interchange between these structures leads to tightly knit and loosely coupled organizational
dimensions influenced by the schools organizational structure. The decision-making process
within the structure of the organization as a workplace is critical in including teachers so as to
collaborate with a committed team (Mosheti, 2013).
Ethical Dilemma and the Decision-Making Process
When faced with ethical dilemmas during the decision-making process, leaders such as
principals in higher education may find it difficult to make proper decisions. Or, they may
question their ability and confidence in making decisions (Moreno, 2011). The decision-making
process can be complex due to all the different factors that influence decisions. Many individuals
may struggle with questions, such as: Do my decisions only reflect on how it will impact me or
do the decisions include the interest of others? How will it influence my institution? Am I able to
make these decisions? Will everyone else approve of my decisions? In addition to leaders selfreflecting questions, other factors may also contribute to the complexity of making decisions.
These issues include, but are not limited to, pressures from others within the institutions, conflict
of values and beliefs between others and the institutional policies and practices, and individual

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and situational variables. Individuals have certain beliefs and practices before joining
organizations. Leaders personal values, beliefs, and preferred practices may conflict with the
values and beliefs of others (Pimentel, Kuntz, & Elenkov, 2010; Trevino, 1986 as cited by
Frketich, 2014).
Ethics and Leadership
According to Robbins and Judge (2014), there is a growing interest in ethics throughout the field
of management. Leaders are expected to set the moral tone by having high ethical standard
demonstrated through their behavior and encouraged as they reward integrity in others while
avoiding abuses of their power (Robbins and Judge, 2014).
There is no compromise between doing things the right way and performance. Ethics and
leadership intersect at several junctures. Principals who are transformational leaders tend to
influence teachers organizational commitment by encouraging them to think critically, involving
them and inspiring loyalty while recognizing and appreciating the different needs of each
teacher. Transformational leaders foster moral virtue when they try to change the attitudes and
behaviors of followers (Mosheti, 2013). Charisma has an equal ethical component. In fact, it is
unethical when leaders use charisma to enhance power over followers, directed towards selfserving ends. Ethical leaders use charisma in a socially constructive way to serve others
(Robbins and Judges, 2014).
In some ethical dilemmas, teachers are consequently evaluated by how their students perform
and not by other variables measured in the classroom such as instructional techniques, academic
excellence, job satisfaction and empowerment (Hung, 2005). Robbins and Judge (2014, pg. 12),
argue further that leaders who treat their employees with fairness, especially by providing honest,

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frequent, and accurate information, are considered more effective. Furthermore, leaders who are
rated ethical tend to have employees who are more willing to bring problems to the leaders
attention.
Teaching as a Profession
Teachers are the key to successful educational organizations, and they help determine the quality
and quantity of educational programs. The teachers degree of commitment to both school
organizations goals and student success is critically related to the success of the school
organization (Hanson, 2003 and cited by Mosheti 2013). Organizational commitment is an
important factor in understanding the behavior of teachers. The way teachers respond to the
organization, students, parents, and the job may demonstrate the degree of teacher satisfaction
and general level of commitment. Job satisfaction enables them to overcome the challenges of
teaching (Mosheti, 2013).
Creative and intuitive teachers inspire students. Studies further suggest that teachers are required
to analyze the elements of students learning experiences that fit those students and formulate
plans to help all students grow and develop to their highest individual potential while taking on a
caring and supportive role for a nurturing and holistic development (Mosheti, 2013). Teachers
participation in decision-making relation to the structural dimensions of the organization is vital
in leadership in that, teachers participate under decentralized setup, they would tend to be more
committed to issues they care about, and hence to the organization they serve (Mosheti, 2013).
Research by Hung (2013), found that centralization does not help students learn more effectively
because it places added stress on the teachers and make them feel uncomfortable, causing some
teachers to quit their jobs. It is important that principals acknowledge the fact that organizational

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development is a collection of change methods that try to improve organizational effectiveness

and employee well-being (Robbins and Judge, 2014).
Job Satisfaction
Research by Robbins and Judge (2014) state job satisfaction level vary depending on which facet
of the job satisfaction the focus is on. According to the questionnaire in this study, teachers can
feel highly satisfied with the work itself and students performance while less satisfied with the
communication with their schools principal. Teachers who have positive core self-evaluation
(CSE), who believe in their worth and basic competence are more satisfied with their jobs than
those with negative CSE (Robbins and Judge, 2014). Teachers with positive CSE are more
willing to contribute to decision-making, and in turn, job satisfaction improves the quality of
their teaching and the overall effectiveness of schools. Administrators continue to search for
methods to identify those teachers who are capable of high performance and commitment and
continue to keep them highly motivated and performing well (Mosheti, 2013).

The high turnover rate of teachers is due to low levels of job satisfaction in Cayman which has
an impact on the education system because most teachers are expatriates. The Education
Department acknowledge this important concern, but there is little focus on implementing
strategies to include teachers participation in decision making to enhance job satisfaction.
Rather, efforts are being made to encourage more Caymanian qualified teachers in the
profession. Interview with Mr. Roy Bodden, President of the University College of the Cayman
Islands stated I consider it to be of critical importance for the jurisdiction to set as a high
priority, the training, and preparation of greater numbers of Caymanian teachers. Decreasing

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reliance on foreign teachers not only makes sense culturally but significantly reduces leakage of
valuable foreign exchange as well. The future social and economic development of the Cayman
Islands must be predicated upon the jurisdiction becoming self-sufficient in the critical areas of
teaching. (Whittaker, 2013).
Negative Effects of Low Levels of Job Satisfaction
Robbins and Judge (2014) support the fact that dissatisfied employees impact the workplace.
Research emphasize, there is a host of actions by employees in response to dissatisfaction with
their job (Robbins and Judge, 2014). The education department in the Cayman Islands is
experiencing the frameworks four responses. According to Robbins and Judge (2014), they are:

The exit response which directs behavior towards leaving the organization, including
looking for a new position as well as resigning from their teaching employment in
Cayman.

The voice response is employee actively making an effort to improve conditions

constructively, suggest an improvement, discuss the problem with their manager and
support union activity.

The loyalty response is when employees are optimistic as they wait for conditions to
improve and will speak up for the organization when faced with external criticism
trusting that their management will do the right thing.

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The neglect response is when employee passively allows conditions to worsen. They
become demotivated and includes chronic absenteeism, lateness, reluctance, reduced
effort and increased error (Robbins and Judge, 2014).

Due to the high reliance on expatriates, who form more than half of the teaching body in
government schools, the turnover rate is a significant factor of importance. Countries such as
Bermuda and cities further afield such as Dubai and Abu Dhabi in the United Arab Emirates face
similar issues (Whittaker, 2013). Organizations with more satisfied employees tend to be more
effective than organizations with fewer (Robbins and Judge, 2014). Current and former teachers,
writing in response to a Caymanian Compass article on the high staff turnover rates, cited a lack
of support in cases of physical and emotional abuse from students, as well as stress and
worsening working conditions as potential explanations.
Outside forces that Shape Unethical Decision Making in the Workforce
It is not surprising that many employees feel pressured to cut corners, break rules, and engage in
other questionable practices in this organizational world where there are cutbacks, expectations
of increasing productivity, and tough competition (Robbins and Judge, 2014).

Company Pressures:

According to Dessler (2013), unethical behavior at work is often not driven by personal
interests but rather the top reasons employees took unethical action knowing they were
wrong was due to a misguided attempt to help the company survive, to meet schedule
pressure, and to meet overly aggressive financial or business objectives.

Pressure from the Boss

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Studies show supervisors who exhibited ethical business behaviors had a lower level of
misconduct at work by employees (Dessler, 2013). Employees were led astray when
employers tell staff to do whatever it takes to achieve results, overload top performers to
ensure that work gets done, look the other way when wrongdoing occur, take the credit for
others work or shift blame and are dishonest (Dessler, 2013)

Ethics Policies and Codes

Firms signal that they are serious when they implement an ethics policy and code. However,
codifying the rules without enforcing them is futile. For this reason, some firms urge
employees always to evaluate whether what they are about to do fits the companys code of
conduct. When faced with ethical dilemmas they must ask if the action is legal, is it right,
who will be affected, does it fit the companies value. How will it feel afterward, how will it
look in the newspaper and will it reflect poorly on the company.
Improving Decision-Making and Ethics Training
Increasingly, teachers have experience with ethical dilemmas and ethical choices in which they
are required to identify right and wrong conduct. It is unfortunate when the unethical behavior is
being carried out by the manager/ principal, and unethical decisions made. Managers are
expected to have a full understanding and are responsible for conducting ethics training that
involves showing employees how to recognize ethical dilemmas, how to use the code of conduct
to resolve problems, and how to use personnel activities like disciplinary practices in ethical
ways. Also, the training emphasizes the moral underpinnings of the ethical choice and the
companys deep commitment to integrity and ethics (Dessler, 2013). For all practical purposes,
ethics training is mandatory in many countries, and Federal sentencing guidelines reduce

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penalties for employers accused of misconduct who implemented a code of ethics training.
Although ethics training is often Internet-based, Online ethics training includes Business Ethics
for Managers, however; some employers are switching to more company relevant, customized
programs (Dessler, 2013).
Based on findings of this paper, teachers concur with research by Dessler (2013) who state the
increased involvement of groups and teams in management actions requires that leaders
understand group consideration in decision-making. Furthermore, principals can improve
participative decision making by following the guidelines provided by The Participative Model
for the appropriate level of subordinate participation in decision-making (Dessler, 2013).
Retention in the Teaching Profession
According to Zhang (2006), teacher retention one of the most urgent issues in the field of
education. Since teacher quality is of critical importance to students academic achievement,
recruiting and retaining qualified teachers are especially important. Unfortunately, in the past
decades, more efforts have been devoted to recruiting better-qualified teachers into teaching,
while little attention to retaining excellent teachers in the profession (Zhang, 2006). Zhang
(2006) research also found employee turnover in organizations is extensive, and though there are
inconsistent findings, this branch of research shows that employee turnover is significant to the
effectiveness and normal functioning of the organization.
Too little and too much turnover is both harmful to the development of an organization, because
too little employee turnover may lead to stagnancy in organizations, and too much turnover may
be both the cause and the effect of dysfunction and low performance in organizations. A
moderate level of turnover, instead, will enhance effectiveness (Zhang, 2006). There are

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multifunctional strategies for retaining the employee. However, the first step of identifying the
issues is very important. Organizations can gain insight on the potential turnover problem when
there are an open-door policy and anonymous helpline options at work or when principals carry
out the routine administration of attitude survey to monitor teachers feelings. These strategies
permit principals to analyze situations early, provide insight on a potential turnover problem and
lead to simple solutions rather than having to rely on exit interviews. (Dessler, 2013).

Discussion
Teachers are creative and intuitive. They develop their personal abilities, traits and instinctive
power to provide the ideal classroom environment for students to feel inspired to learn. Teachers
are required to help formulate a plan to help students grow and support them holistically.
Participation in decision-making in the workplace
Many principals do not acknowledge the main purpose in sharing decisions is to improve school
effectiveness and student learning. Principals, teachers, and staff members are expected to work
as a team and collaboratively decide what is in the best interest of the school, and the educational
needs of their students (Mosheti, 2013). Some principals have an open door policy where some
teachers take the opportunity to talk with their principals while others dont because the open
door policy does not invite their feedback on their profession (Arlestig, 2008).
The questions of my project are answered. Most principals are not using participative decisionmaking in their schools. Many problems in schools can be traced directly to participative
decision making in school

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Limitations
This study had several limitations. First, by using only eight teachers, the sample size may have
been too small to suggest the results would be the same. Only six teachers participated. Secondly,
by studying only teachers, this study was prevented from presenting a complete picture of
participative decision-making. Thirdly, employees may have been hesitant to honestly
communicate their thoughts on the survey since the survey was based on possible perceptions of
their direct manager/ principal even though they were instructed to report to present or any
previous principal. The teachers may feel tempted to provide response they assumed would be
desirable. Also, the researcher was an employee in the studied employment system which may
have led to additional apprehension, anxiety, and guarded responses from the teachers.
Data Analysis
Teachers felt their involvement in decision-making would assist them to help reach their
potential, as they felt
The following research questions guided this project study:
1. How and to what extent are principals employing participative decision
making in their school?
2. How has participative decision-making style contributed to the teachers
level of job satisfaction and school effectiveness?
The decision-making questionnaire was used to provide a more comprehensive tool for
assessment of the teachers working relationship with the principal in an association with their
level of job satisfaction. The information captured the teachers awareness of what types of
dialogue they shared with principals.

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After data collection from teachers on written sheets, data inspection followed for missing
information or incomplete information. Teachers questionnaires were separated based on whether
they thought participative decision-making was important or not. The teachers answer on the
survey indicated whether or not content knowledge was used to enhance participative decisionmaking in ethical dilemmas. Each survey tallied by statement and response to the statements.
These arranged by high job satisfaction, which indicated teachers displayed positive attitudes
and are involved in participative decision-making my their school principal or low job
satisfaction which indicated teachers displayed negative attitudes and principal do not consider
participative decision-making. Eight teachers gave questionnaires and participation requested.
Six participants responded.

The complete questionnaire showed communication barriers included the teachers' lack of
confidence in their principal's leadership. In some cases, principals were unprofessional by
allowing their personal goals to override the goals of the organization. Research on leadership
suggests that leaders actions are relevant because experience and training are among the
substitutes that can replace the need for a leaders support or ability to create a structure
(Robbins and Judge, 2014). Teachers feel principals attitude, personality, and ability affects their
performance and their decision-making skills in an ethical dilemma.

Teachers believe that principals may systematically employ participative decision-making in

some aspect of their jobs more than others. Furthermore, principals decision-making process can
be biased when they depended on their interpersonal relations-oriented and knowledge of the
teachers background.

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THE IMPORTANCE OF PARTICIPATIVE DECISION- MAKING

The results of this study can have a significant impact on the relationship of the principal to
his/her teachers, possibly resulting in more participative decision-making and interactions that
will improve job satisfaction. This study provides valuable information to school leaders
regarding the impact of participative decision-making skills. Due to the small sample size, the
results did not allow the researcher to make general statements regarding teachers perceptions of
principal decision-making and how it influence job satisfaction.

Conclusion
According to Anderson, 2002 (as cited by Mosheti, 2013), high teacher participation results in
teacher leadership and actual participation was dependent on individual desires and teacher
characteristics. However, in my study, teachers expressed the school educational system put
limitations on their involvement making them unable to participate in planning or decisionmaking. Teachers cannot change or recommend teaching guides or textbook nor do they have
much control of the curriculum. Because of this, teachers feel pressured and are not satisfied in
their jobs or the overall quality of teaching because school effectiveness is affected. My
investigation shows that teachers are no inclined, nor invited to participate in other decision and
policy-making activities outside of their classrooms activities. Teachers feel they need to
participate more in decision-making to show their effective leadership skills beyond the
classroom. Most activities remain dominated by principals. In fact, teachers still on the payroll
have very little interaction with administrators. The finding also shows teachers felt their
involvement in decision-making is necessary for assisting them to help students reach their
highest potential, by both shaping their short and long term goal. Students instruction was
adversely affected by teachers lack of decision-making (Mosheti, 2013).

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THE IMPORTANCE OF PARTICIPATIVE DECISION- MAKING

Teachers felt job satisfaction is critical in determining school effectiveness and they would stay
longer in the organization and less likely to leave the profession altogether if they could
participate more and have autonomy in the school. Decentralization empowers teachers to
varying extents ranging from nominal empowerment to full partnership or full teachers control
(Mosheti 2013).
The Projects Potential Impact on Social Change
Principals are legally responsible for what happens in their schools, so it is intuitively obvious
that they would retain the authority to make decisions on their own when necessary. However, it
is important to note that democratic decision-making ranked a close second among the four
degrees of PDM, making it likely that most principals utilize a combination of the two modes of
participative decision making. One can conclude that, overall, participative decision-making is a
widespread practice of elementary school principals which have a positive influence on job
satisfaction (Duke, 2005). Furthermore, given that principal's key role are to shape school culture
and craft school governance, implementing participative decision-making in an ethical dilemma
can:

Increased likelihood of staff acceptance and compliance with the decision.

Increase level of job satisfaction

open more inclusive work and learning environment for all involved in the school

Reduce the turnover rate of teachers

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THE IMPORTANCE OF PARTICIPATIVE DECISION- MAKING

This research paper show teachers are working hard in the Cayman Islands and are driven to be
more involved in the decision-making process in ethical dilemmas as well as generally.
Principals can show more confidence in teachers by encouraging participative decision-making,
especially when evidenced -based research found by Tyler (2014), reported there are a
substantial amount of management and decision-making duties as part of routine professional
responsibilities. For example, teachers: 1) coordinated and facilitated school meetings, 2)
Managed classrooms and caseloads, and 3) orchestrated many small details. Furthermore, school
principals know teachers' positions also required:

Technical competence
Communicative skills
Ability to work across multiple levels within schools to find and utilize school resources
Ability to remain connected to a high degree of collaboration and decision-making (YorkBarr et al., 2005, p. 211 as cited by Tyler, 2014).

References

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THE IMPORTANCE OF PARTICIPATIVE DECISION- MAKING

Arlestig, H. (2008). Communication between principals and teachers in successful school.

Available from: http://www.diva-portal.org/smash/get/diva2:142460/fulltext03
Dessler, G. (2013). Human Resources Management. 13th Edition. United States of America:
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THE IMPORTANCE OF PARTICIPATIVE DECISION- MAKING

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Ministry of Education, Training, Employment, Youth, Sports & Culture (2007). A New
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Appendix A
COVER LETTER TO PARTICIPANTS

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THE IMPORTANCE OF PARTICIPATIVE DECISION- MAKING

Dear Participant,
My name is Suzette Charlery, and I am a masters student enrolled at International
College of the Cayman Islands. My research is entitled The Importance of Ethical
Decision Making in workplace dilemmas as it relates to job satisfaction and staff
retention.
Ethics at the workplace in the context of this study is the interaction between the
principal and the teacher. The feedback can be from classroom or situations involving
students, professional ethical situations, community and family situations or bullying
situations. I will be gathering information through a questionnaire. I am requesting your
assistance by completing the questionnaire. This case study will not reveal identity.
I am interested in learning the action taken by managers to identify, resolve
problems and capitalize on opportunities and the role teachers play in this decisionmaking process as an important part in reaching the organizational goals.

Sincerely,
Suzette Charlery
Appendix B
INTERVIEW QUESTIONS FOR PARTICIPANTS

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THE IMPORTANCE OF PARTICIPATIVE DECISION- MAKING

Please think about these questions and answer truthfully. Take into consideration
that your principal does not have to be your current but previous principal as well. Any
experiences you can share are most useful. Thank you for your participation.

1.

How would you describe your school principal regarding interpersonal

skills? Example: Are the principals decisions consistent with the organization's goal such
as efficiency and productivity? Does your principal enforce decisions fairly and
impartially to ensure justice or equitable distribution to staff?
2.
Does your principal invite the teachers opinion in decision making? Or
protect your rights to free speech? Is your principal a good decision maker? (Explain all
answers)
3.

How would you describe your working relationship with your principal?

4.

Describe a time (if any) when your principal did or did not consider your

professional opinion in a classroom dilemma? Describe your feelings and response.

5.

Do decisions your principal make mostly hindered or improved your job

satisfaction and performance level as an employee?

6.

What is your perception of how your principal make decisions?

7.

Are you satisfied with your job?

8.

Describe how do your principals decision-making skills have or have not

impacted your job satisfaction.