If previously discovered influence-participation relationships are applicable to operating school systems it should mean that by allowing and fostering increased decisional participation by teaching personnel, administrative officials should discover an increase in their relative influence. A study explored two questions: Among teachers is there an identifiable relationship between extent of decisional participation and the perceived or preferred relative influence of administrative officials? Is any identifiable participation-influence relationship differentially distributed among the general teaching population? Relevant questionnaire data was solicited from teachers in two western New York school districts, one rural and one urban, with responses from 60 percent and 75 percent respectively. Variables included six demographic characteristics and commitment to school system. Findings resulting from correlational analyses: A negative relationship exists generally between the extent of decisional participation by teachers and the degree of perceived and preferred administrative influence. However, little relationship exists between those factors among unmarried male secondary teachers with 1-3 years service and low organizational commitment. Most consistent negative participation-influence relationships were found among married female elementary teachers with 4-10 years seniority and medium organizational commitment. (JS)