The purpose of this study was to explore the relationship between teachers' participative decision-making and school effectiveness in special schools. After the review of literature, a questionnaire was developed in this study to survey 350 special school teachers. The statistical methods used were T-Test, Pearson Product-Moment Correlation, One-Way ANOVA and Multiple Regression. From the statistical analysis of the results, the following conclusions were drawn: 1. There was a significant difference of the biographical variable (gender) on teachers' participative decision-making. 2. There were significant differences of some job background variables (school history, job position, and departments of special education) on teachers' participative decision-making. 3. There was a significant difference of the biographical variable (gender) on school effectiveness. 4. There were significant differences of some job background variables (job position, school history) on school effectiveness. 5. There were significant differences for each decisional situation on teachers' participative decision-making. 6. There was a significant correlation between teachers' participative decision-making and school effectiveness. 7. Some biographical variables and job background variables successfully interpreted the teachers' participative decision-making and school effectiveness. 8. Teachers' participative decision-making successfully interpreted the school effectiveness. (Contains 10 tables.)