Abstract
This mixed-methods study assessed the perceptions of shared decision-making among 48 stakeholders (40 parents, 8 teachers) at Tal-ot Elementary School to develop an evidence-based Shared Governance Plan. Grounded in Self-Determination, Shared Decision-Making, and Distributed Leadership theories, the research sought to determine the level of stakeholder satisfaction, identify challenges, and analyze the relationship between parent and teacher views. The respondent profile was characterized by a substantial female majority (85.4%), middle-adult age range, and High School level of education (64.6%). Findings revealed overwhelmingly positive perceptions of involvement and influence from both parents (Overall WM=4.28) and teachers (Overall WM=4.33). However, a critical issue was identified: a strong, significant inverse relationship existed between parent and teacher satisfaction levels (r = -0.737, p = 0.037), suggesting that the current governance structure creates an antagonistic, zero-sum environment. Furthermore, both groups reported a perceived gap between the opportunity to provide input and the final impact on core decisions, such as curriculum and policy. Thematic analysis identified key barriers, including communication challenges (rushed timelines), logistical and accessibility issues (transportation), and a lack of safe spaces for candid feedback. Consequently, the proposed Shared Governance Plan focuses on: formalizing separate and balanced authority for parent and teacher bodies to ensure binding influence; implementing multi-channel, accessible communication protocols with options for subsidized transportation/virtual engagement; and establishing a system for anonymous, documented feedback review to guarantee all opinions are seriously considered. The plan aims to shift the current framework from a competitive to a mutually satisfying, inclusive, and authoritative model for collaborative school governance.
