The purpose of this study was to determine: (1) the degree to which teachers in Seventh-day Adventist elementary and secondary schools in the Lake Union Conference are presently participating in decision making; (2) the extent to which teachers in Seventh-day Adventist elementary and secondary schools in the Lake Union Conference desire to participate in decision making; (3) the levels of satisfaction of elementary and secondary teachers in the Lake Union Conference with present participation in decision making; and (4) the preferred manner in which elementary and secondary teachers in the Lake Union Conference desire to participate in decision making.

Findings: Some of the findings of the study were: (1) that elementary and secondary teachers in the Lake Union Conference are not satisfied with their present level of participation in decision making; (2) that elementary and secondary teachers responding in the study desire greater participation than they are presently enjoying; (3) that there is a diversity in the levels of desired participation; and (4) that the hierarchies of preferred manner of participation in decision making of elementary and secondary teachers are different.

Conclusions: Some of the conclusions of the study were: (1) when designing procedures for participation in decision making it is advisable to begin with global decision areas and selectively proceed toward individual teacher decision areas; (2) to facilitate participative decision making it is essential to have a climate of openness; (3) that it would be advantageous for school administrators to help teachers be aware of the benefits of being involved in decision making; and (4) that educational leaders should develop high levels of excellence in the skills essential to implementing participative decision making.

Recommendations: Some of the recommendations of the study were: (1) that principals recognize the need for assessing individual teacher desires concerning participation in decision making; (2) that principals as the school leaders encourage teachers to participate in decision making; (3) that principals develop or extend their expertise in implementing the procedures to improve participation in decision making; (4) that teacher training programs be designed to include the skills necessary for teacher participation in decision making. (Abstract shortened with permission of author.)