Abstract/Details

TEACHERS' PERCEPTIONS REGARDING SCHOOL CLIMATE AND ENVIRONMENT AS DETERMINANTS FOR COLLECTIVE ACTION

MEDRANO, MARIA ESTER.   The Claremont Graduate University and San Diego State University ProQuest Dissertations Publishing,  1981. 8206211.

Abstract (summary)

With the emergence of collective bargaining legislation there has been a recognized need to investigate the factors which influence strike activity in the public schools. Increased teacher militancy and unionization has been attributed to factors within the teaching environment interacting with economic and societal factors. The focus of this study is how teachers perceive the various factors. That the perceptions of school climate and environment move teachers to collectively act substantiates the notion that perceptions are powerful determinants of behavior.

Drawing from an extensive literature in psychology, social psychology, labor history and management theory, theories about relative deprivation, inequity, social interaction, and motivation were used as conceptual frameworks in a study of a San Diego County School District undergoing concerted militant activity. A survey instrument was designed to explore the various conflict producing factors which have evolved in the past decade due to legislative mandates, economic constraints and changes in societal priorities. The response sample to the questionnaire included 425 classroom teachers. This was followed up by interviews after the subsequent strike which took place.

The data was analyzed using frequency distribution and step-wise multiple regression algorithms. The analysis produced statistically significant regression equations which indicated that a variety of factors exist within the school environment which are significant predictors of support for strike activity. An early-warning system was developed which predicted the interactions and subsequent strike. Interviews of 49 participants verified the perceptions which teachers held concerning the environmental climate and the reactions of the school administration to the events which occurred.

The regression models, based on the conceptual framework, were very effective, explaining well over half the variation in each of the two criterion variables: the place of strikes in schools and strike support. The three most powerful predictors indicate that (1) it was important to teachers that students would benefit from any negotiated gains made, (2) teachers perceive inequity to exist in that teachers are not paid what they believe they are worth and, (3) the vehicle for ameliorating conditions which result in relative deprivation, inequity and insecurity is unionization; teachers perceive this to be the method by which their rights can be protected.

The interviews also substantiated the theory that teacher attitude toward unionization is changing and that agreement upon goals brings about social bonds that promote collection action. The trend toward teacher militancy and unionization will continue as teachers' perceptions of school climate and environment support the need to act collectively.

Indexing (details)


Subject
School administration;
Educational administration
Classification
0514: Educational administration
Identifier / keyword
Education
Title
TEACHERS' PERCEPTIONS REGARDING SCHOOL CLIMATE AND ENVIRONMENT AS DETERMINANTS FOR COLLECTIVE ACTION
Author
MEDRANO, MARIA ESTER
Number of pages
167
Degree date
1981
School code
0760
Source
DAI-A 42/10, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9798662377691
University/institution
The Claremont Graduate University and San Diego State University
University location
United States -- California
Degree
Ph.D.
Source type
Dissertation or Thesis
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
8206211
ProQuest document ID
303156378
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
https://www.proquest.com/docview/303156378