Forty-two studies were reviewed to find out how teachers felt about participative decision-making. The studies were systematized into three broad categories: (a) satisfaction and morale; (b) effectiveness and productivity; and (c) leadership and supervision. The findings of the studies reviewed seemed to indicate that, with few exceptions, teachers seemed to favor participation in decision-making. Most of the investigations consisted of descriptive reports of the perceptions of faculty and other educational personnel. Part of the reason for this may be the difficulty at arriving at operational definitions for certain concepts, such as, participation, influence, climate, etc. Without operational definitions, these concepts become hard to measure. This review of the general literature on teacher attitudes toward participation in decision-making may suggest some avenues and ideas for hard research. (Author/MJB)