Doctoral Dissertations

Date of Award

8-1990

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Curriculum and Instruction

Major Professor

Jerry J. Bellon

Committee Members

Kermit Blank, Donald Dessart, Tom Mathews

Abstract

The purpose of this study was to investigate the decision-making process of Tennessee legislators as they establish educational policy. Sources of influence or information that legislators perceive as effective and/or reliable were identified. The decision orientation of legislators in terms of authority base, reference groups, decision style, and decision mechanism was determined. Relationships between these orientations and characteristics of position, party, experience, age, and region were analyzed. Also, legislators' perceptions of the meaning of personal value systems in decision making were sought. Thirty-four members of the 96th Tennessee General Assembly who served as education committee members or as leaders of a chamber participated in the study. Personal interviews, which focused on three educational bills that came to the floor of both chambers, were conducted. Legislators also completed a forced choice rating scale of decision resources. Legislators' responses indicated that fellow legislators and education lobbyists were the most influential sources of information. The least important sources of influence were the higher education representatives and the governor. Major findings were that legislators; (1) view themselves as establishing policy for the betterment of society through knowledge and information; (2) perceive that guidance for decisions more often comes from those outside of the legislature rather than inside; (3) study issues for solving problems more often than they bargain for conflict management, and (4) see themselves working with fellow legislators through negotiations and the study of issues rather than reacting to the demands from those outside of the legislature. Responses of the legislators indicated that they rely on personal values, philosophy, expectations, and experience when establishing policy. There was little variation in the decision orientation resources between the groups studied. Conclusions of the study centered on ways to effectively impact educational policymaking. Those who wish to affect decisions of legislators will be most effective through reasoned presentations of the value of an educational proposal. Educators can be a more powerful influence by being aware of current issues, assertive in voicing opinions, and rational in their analysis. Identification of and personal contact with education leaders in the legislature can provide linkages for establishing legislation.

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