A Study of Urban School Trustee Decision Making

Abstract

<p>Education in the seventies is attracting much attention from the media, the general public and the political sector of society. The public school system of Ontario, especially its changes in governance structure in 1969 and accompanying administrative problems, warrant research and interest. The elected trustees that make up school boards complete a structure of local government that is responsible for the education system of a Canadian society. Public education is provided through its representative elected boards of education, appointed professional administrative staff, and practicing professional teachers. Research into the role of trustees in school board decision making is in essence research in educational politics. Within such a political context the question of governance appears relevant at all times. Research in 1974 concluded that the prevalent view among contemporary students of educational politics is well founded: school boards have largely ceased to exercise their representative and policy making functions; for the most part they do not govern, but merely legitimate the policy recommendations of school superintendents. The intent of this study was to determine how trustees of one Canadian urban school board made decisions by identifying and conducting an analysis of the primary factors considered by them as they engage in deciding on specific issues as individual members of a board and as a board of trustees. This study involved an in-depth investigation of a metropolitan urban school board. Its product comprises a description of factors considered by trustees prior to voting on specific board motions or issues. A primary aspect of this study was an assessment of each factor's relative importance in the estimation of each trustee for his/her making of decision. This research also provided insight on several related matters. The first concerns the involvement of school board officials in school trustee decision making. The second involves the relative influence of administrative staff on the one hand, and school trustees on the other, in shaping the decision made by school boards. The third allows for the identification of board decision making variables not extensively heretofore elaborated on.</p>