Consortium on Chicago School Research

Snapshot 2003: Teacher Influence

Measures the extent of teachers' involvement in school decision making. High levels indicate that teachers have influence on a broad range of issues at the school.

Definition of Categories Charted Above

Category	Teachers in Chicago Public Schools:
1 Minimal	have no or a little influence in determining instructional materials for their class and establishing curriculum programs; and they have no influence in determining in-services, using discretionary funds, or hiring professional personnel. They disagree or strongly disagree that they are involved with making important decisions at the school.
2 Limited	have a little or some influence in determining instructional materials for their class, and they feel they have a little influence over establishing curriculum programs and determining in-services. They have no or a little influence over use of discretionary funds and in hiring professional personnel. They disagree that they are involved in making important decisions at the school.
3 Moderate	have some or a great deal of influence in determining instructional materials for their class, and they have some influence over establishing curriculum programs and setting standards for student behaviors. They have a little or some influence over use of discretionary funds and in hiring new professional personnel. They agree that they are involved in making important decisions at the school.
4 Extensive	have a great deal of influence in determining instructional material for their classes and setting standards for student behavior; and they have some or a great deal of influence in determining in-services, using discretionary funds, and hiring professional personnel. They strongly agree that they feel comfortable voicing their concerns and are involved in making important decisions at the school.

To see the items making up this measure and the response frequencies for each item, click here.

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