Teachers’ participation in school decision-making: opportunities and constraints across professional domains

Research on teacher participation in school decision-making has expanded across multiple conceptual strands, yet remains fragmented, as existing approaches rarely integrate differences across professional domains, qualitative forms of participation, and perceived constraints. This study examines teachers’ perceived opportunities for participation and constraints on decision-making autonomy using the Teachers’ Participation Opportunities Questionnaire (TPOQ), administered to 225 Swiss teachers across nine fields of professional activity. Results indicate systematic variation in participation, with higher levels in teaching-related activities and professional development, and lower levels in administratively structured areas. Constraints are mainly attributed to organisational and legal frameworks. The findings highlight patterned differences in how participation is experienced across professional tasks, pointing to the need for more integrative approaches. The TPOQ provides a structured means of examining how organisational and social conditions shape teachers’ opportunities for participation in school settings.