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The School Values Inventory (SVI) was used to examine teacher preferences concerning managerial practices of high schools in Shanghai. The SVI includes subscales of organizational values as formality, bureaucratic control, participation, collaboration, and teacher autonomy. When the 50-item instrument was administered to 980 teachers from 27 randomly selected Shanghai schools, most teachers indicated a greater preference for participation and collaboration, increased communication and consensus about the schools goals, and greater discretion in their daily work. Principal component analysis between the teacher's personal values and the school's espoused values was used to classify values as strong, moderate, weak, or conflicting. Strong values, for example, were those with greater degrees of sharing of organizational values between the teacher and the school. In general, the findings suggest four managerial strategies. School management should stress the partnership between administrators and teachers rather tha