Educational administrators have the power to determine the nature of decision-making structures and processes within their institutions and the extent to which decisions are implemented. This paper reviews assumptions underlying decision-making structures and processes established by school administrators; examines potential individual motives within the decision arena; and notes constraints within which decision makers operate. It is argued that participation decision-making practices are not a ready-made panacea for remedying educational problems, and that an array of conscious and unconscious motives influence individuals' decision-making processes. The move to local school councils in Australia has also presented a constraint to administrative decision-making. In conclusion, the decisions that school administrators make about decision-making structures and processes should seek to meet the proposition that people use the educational system to accomplish human ends. (Contains 18 references.) (LMI)