This study sought to determine whether Chicago Public School teachers are more involved in shared decision making since the Chicago School Reform 1988. A review of literature on shared decision making yielded inconclusive results. While some studies concluded that shared decision making is imperative, other studies suggested that school climate, principal leadership, and staff development played a more important role in school improvement and student achievement. The Thomas Shared Decision Making Questionnaire was distributed to various teachers in Phi Delta Kappa, a national sorority to which Chicago teachers belong. The population sample included 30 teachers from a number of Chicago public schools who had taught before the 1988 reform. Among the findings were: (1) only 53 percent of the teachers believed that they were more involved in shared decision making since the 1988 school reform; (2) 70 percent stated that a collaborative relationship existed between principal and teachers, but that teachers generally yielded to the principal's opinion; (3) teachers did not believe that students were improving or that there was more parent participation; (4) 60 percent of the respondents participated in shared decision making; and (5) 73 percent believed that shared decision making by teachers has led to innovations or new activities at their schools. A copy of the study instrument with teacher responses is included. (Contains 23 references.) (JB)