Abstract
This investigation examined the effect contextual variables had on school board members’ information needs for decisionmaking. The contextual variables included: (a) the importance of the decision, (b) the amount of conflict involved, and (c) the content of the evaluated program. A national sample of 237 school board members read simulated evaluation vignettes and indicated their information needs and sources. Importance, conflict, and content were found to be associated with board members’ needs for time, information, and consultation, as well as whom they wanted to consult with and what kind of information they needed.
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