The contribution of DSS to limited differences in decisions between successful and unsuccessful teachers

This study examined the contribution of a Decision Support System (DSS)
to minimizing differences between the educational decisions of 310 teachers
who were classified, according to the teaching skill categories of the NBPTS,
as excellent, mediate, or poor. The teachers were asked to analyze the same
educational dilemma, once intuitively and a second time by means of a
systematic computer-assisted procedure. The intuitive decisions of the poor
and mediate teachers differed significantly from those of the best group.
Formulation of decisions with DSS assistance reduced the disparity between
the decisions of the competent and of the poor teachers. The article discusses
the options and limitations of DSS use in schools and the possibility of
employing other means for promoting a systematic approach to decisionmaking
in educational systems