This case study was carried to investigate teachers’ classroom control and decision-making in a bureaucratic organization. As highlighted by the Head of Discipline (HOD), teachers were prone to transfer discipline cases without much consideration to personal involvement. Through purposive sampling, fourteen teachers were selected in respondents. The Pupil Control Ideology (PCI) and Teachers’ Sense of Efficacy Scale (TSES) were used as an individual profiling test to explain teachers’ cognitive and behavioral perceptions in the school. In addition, a Decision-making questionnaire was designed to emphasize on qualitative analyses pertaining to the problem stated by the HOD. Results revealed that respondents portrayed different rates of transfer that were dependent on the seriousness of the discipline problems. Comparisons among respondents showed common characteristics in terms of ability to conduct personal investigation, obstacles to personal decision-making and likelihood of transfer for serious discipline cases. In terms of differences, respondents differed in rates of transfer, perception towards the scale of discipline problems, personal tactics and classroom leadership styles. As the outcome of the study, the researcher proposes a decision-making guide to address discipline-related issues within the level of personal involvement.


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pp. 273-284
Launched on MUSE
Open Access
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