This American Educator Panels Data Note highlights discrepancies between principals' and teachers' perceptions of teacher influence in schools. Data from a nationally representative survey of principals and teachers show that, compared with principals' beliefs about teachers, teachers themselves are less likely to perceive that they are involved in decisionmaking and can freely voice concerns.

How Much Influence Do Teachers Have in Their Schools?

It Depends on Whom You Ask

William R. Johnston, Goke Akinniranye, Christopher Joseph Doss

ResearchPublished Apr 7, 2020

A growing body of research suggests that school management models emphasizing teacher influence in school governance have a range of benefits, including increased teacher job satisfaction, improved academic performance, and more-effective organizational learning. However, nationwide data from the American Educator Panels show that principals are significantly more likely to perceive that teachers have influence in their schools than teachers. More principals than teachers feel that teachers are involved in making important school decisions. Almost all principals agree or strongly agree with the statement that teachers have a lot of informal opportunity to influence what happens at their school — a much higher rate than for teachers. In addition, almost a third of teachers feel uncomfortable voicing concerns. These perception gaps between teachers and principals signal a disconnect that may foster professional stagnation and frustration.

Key Findings

Different views of influence from the classroom and the principal's office

  • Ninety-six percent of principals surveyed feel that teachers are involved in making important school decisions, while only 58 percent of teachers do.
  • Almost all principals (98 percent) feel that teachers have a lot of informal opportunity to influence what happens at school — a much higher rate than for teachers (62 percent).
  • Ninety-seven percent of principals thought their teachers were comfortable voicing concerns, but 31 percent of teachers reported that they are not comfortable voicing concerns in their schools.

Recommendations

  • Principals should critically examine the leadership opportunities they believe they are providing for their teachers and to establish systems and structures that foster regular dialogue about important school decisions.
  • Principals should also explore ways to foster a culture of trust among school staff and leadership, so that teachers feel comfortable expressing concerns.

Topics

Document Details

Citation

RAND Style Manual
Johnston, William R., Goke Akinniranye, and Christopher Joseph Doss, How Much Influence Do Teachers Have in Their Schools? It Depends on Whom You Ask, RAND Corporation, RR-2575-1-BMGF, 2020. As of September 15, 2024: https://www.rand.org/pubs/research_reports/RR2575-1.html
Chicago Manual of Style
Johnston, William R., Goke Akinniranye, and Christopher Joseph Doss, How Much Influence Do Teachers Have in Their Schools? It Depends on Whom You Ask. Santa Monica, CA: RAND Corporation, 2020. https://www.rand.org/pubs/research_reports/RR2575-1.html.
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