Training for Educational Decision Making

Abstract

Teachers faced with a survival crisis are, by virtue of being professional, continuously required to make decisions. That is, they are forced to draw upon their analyses of self, the learner, the curriculum, the conditions of learning, and their repertoire of teaching skills in order to facilitate the construction and carrying out of instructional strategies to meet learning objectives. The question, then, is not whether a professional teacher will make a decision but rather with what degree of competency.

A Psychological Approach to Research on Teachers' Classroom Decision‐making

“…As training models (e.g. Bishop & Whitfield, 1972;Hill & Martin, 1971) they have been used to train teachers in the suggested component skills of decision-making, although it is clearly speculative that practice in such skills has any relevance or transfer effect to the real situation; it has even been argued that practice in skills which do not relate to the ways in which teachers in fact operate in classrooms could have an inhibiting effect upon the trainee-teacher's future learning (Morrison & Mclntyre, 1973). As research models (e.g.…”

Indiana secondary instructor and Indiana vocational technical college instructor absenteeism as related to instructor perception of administrative management style and job satisfaction

“…Furthermore, they con sidered it just that they should participate in decision-making that affected them and their jobs. Hill and Martin (1971) conducted in-service training for secondary instructors to gather information on decision-making by utilizing pre-and post-test instruments. They determined that training sessions made the participants more aware of the steps in the decision-making process and enabled them to express this awareness in their response to a specif ic situation.…”