a-‘I-‘_u ' I 3" .”*,-._-‘-gv'-lvu‘v.munmufn‘gwg‘34-..~..V: 1,. O—V-n 5-! ' v<$ . ,‘ - . ,_‘,_,,._._._‘_‘- A COMPARATIVE 3an OF InE EXPRESSED 5;}12‘5?‘ 5-;fis5i‘-::s;j ATTITUDES 0F NON IEIIIIREII AIIII TENUREB ‘ ‘ - EI EMERIARV SCHOOL TEACHERS III A METROPOLITAN scIIGGI DISTRICT _____ Thesis fGr IIIG Degree Gf Ph D . ,, MICHIGAN SIAIE IIIIIVERSIIV ‘— GHARLEG EUGENE SIMS ’ ' * , 311971 __ “ ' \ ‘ V _ I... , V . H .u ,,I;-‘_- ~._ A. - . .. I .... ... v5.5. ”mu I.‘ . 0......4 4 -A_ n . ... , . mu... Ia. . my... II. .w . u l . s- . q“ '1'-owuwwom muoE Ho umummum u A mumzomou pmuscou u 9 "become 00°00 N H m AA AA A o>wummoz Aw>wuflmom thmH+¢mAwummoz Am>fluwmom cmAmH+4mA¢2 NAAHAAmA o dmAmH+4mAaumooz Ao>fluwmom o o and an omummo Hmsofiuoosnm an Hm>mq Hm:0wum~ficmmuo o ham an moumoo HmcofluMUSpm o and an Hm>mq Hm:0wum~«:amuo o common Hmcoflumoopm an ao>oq Hmc0wumuflcmmuo o msumum Havana: an mewcafism mo soflumooq >3 muscoe o magnum Hmuauaz zn mannauam mo coflumoou o mcflpawom mo :oflumooq ha ouscme o msumum Hmuqumz an ouscma o msumum Hmuflumz o Hw>mq ancOAuMflcmmuo o muscma NA H m m A AA A capaflsm mo Godumooq o mam o :oflumosom huwsdEEoo Hoonom mucmosum Hmmwocwnm mumnomma scammououm moanuwum> accusedoa monnuwum> unoccommvcu .moanmaum> unoccwmoo can moanmwun> usocsomoccn uo humeesmuu.m~.v wands 113 8. Organizational level by pay 9. Educational degree by pay 10. Organizational level by educational degree by pay Summary There were significant differences in four of the independent variables (educational degree, attitudes toward rate of pay, location of school building, and tenure by location of school building. Level of education made a difference in all but two categories of the dependent variables. In the categories of teacher, principal, students, school, and community teachers who held MA degrees were more positive in their attitudes than were teachers at the BA plus fifteen graduate credits level. The latter group was more positive than were teachers who held only the BA degree. Attitudes toward rate of pay made a difference in the categories of teachers, school, and community. Those teachers who were positive toward pay were also more positive in these three dependent categories. Location of the school made a difference in all six dependent categories. Teachers in the Outer City were the most positive in their attitudes. Inner City teachers were more positive than the Fringe Area teachers. Tenure by location of the school building made a difference in two dependent categories (principal and school). Outer City tenured teachers were the most 114 positive in attitude of these two dependent categories of principal and school. Inner City teachers were more positive than Fringe Area teachers. When the non-tenured group is examined, Inner City teachers were the most positive in their attitudes toward the principal. Fringe Area teachers were more positive than the Outer City teachers. In the category of school, non-tenured Outer City teachers were the most positive. Inner City teachers were less positive than the Fringe Area group of teachers. CHAPTER V SUMMARY, DISCUSSION, IMPLICATIONS AND RECOMMENDATIONS The purpose of this study was to compare the expressed attitudes of non-tenured teachers and tenured teachers as reflected by THRQ (The Walker Human Relations Questionnaire). The setting was Grand Rapids, Michigan. A total of 190 teachers from thirteen random-purposive, selected elementary schools served as the population. Non- tenured and tenured teachers were about as evenly divided as could be hoped for when other criteria were given consideration. The schools were fairly evenly located in three areas of the city (Inner City, Fringe Area, and Outer City). All subjects were administered instruments designed to assess their attitudes toward teaching as a Profession, fellow Teachers, the Principgl, the Students, the School, and the Community (THRQ). Independent variables of tenure, martial status, organizational level, educational degree, location of building, attitude toward rate of pay were used in 115 116 conjunction with the above listed six dependent variables to determine what differences, if any, existed between the expressed attitudes of non-tenured and tenured teachers in a midwestern, metropolitan school district. As could be expected, in most instances the two groups of teachers proved to be more alike than different. Yet, four independent variables did produce significant differences between the two groups of teachers. These independent variables were tenure by location of building, location of building, educational degree and attitude toward rate of pay. Analysis of the data supported the conclusion that organizational level, tenure, and marital status do not significantly effect the self expressed attitudes in the six areas of human relations as measured by the THRQ. Discussion This study was undertaken with the assumption that positive attitudes exhibited by teachers are essential and conducive to learning. If the ultimate goals of schools is to facilitate learning it is imperative that people involved in the daily lives of children have positive attitudes. While the data strongly indicate this has occurred for some segments of the school population, more needs to be accomplished in the area of human relations or the improvement of positive attitudes. Two independent variables were deleted from the Study due to insufficient data. The two variables were 117 sex and race. Sexton1 maintains that unless more men are placed in teaching positions in elementary schools, there is grave danger that society will become feminized to the degree that boys and girls will be unable to function in years to come. The following table shows the number of male teachers by tenure and building location. TABLE 5.1.--Ma1e Teachers by Tenure and Location of Building. Location of Level N Building Total Group % Total Non-tenured 4 Inner City 33 12.1 (Group I) 3 Fringe Area 28 10.7 3 Outer City 24 12.5 Total 10 average 11.8 Tenured 7 Inner City 47 14.9 (Group II) 6 Fringe Area 27 22.2 1 Outer City 31 3.2 Total 14 average 13.4 Total average 12.6 Table 5.1 shows that 12.6 per cent of the teachers in the study were male. The national average for male elementary teachers is 14.8 per cent.2 When the total number of teachers is considered there is not a great deal 1Patricia Cayo Sexton, The Feminized Male, Classrooms, White Collars and the Decline of Manliness (New York: Random House, 1969), p. 33. 2 , "Facts on American Education," Edu- cation Digest, XXXII (October, 1966), 32. 118 of difference between the national norm and data revealed in this study. If attention is given to the sub-group, tenured outer city teachers, only, the problem is readily viewed as acute. Three per cent of the tenured teachers in the outer city are male. Sexton's theory gains sup- port.3 The number of Blacks who were involved in the study totaled nineteen or 10 per cent of the population of the study. Table 5.2 depicts the distribution of Black teachers. Some authors of the calibre of Becker4 and S feel that most movement of teachers within a school Clark system occurs as a result of dissatisfaction with the social class composition of the school populations. The trend seems to be to move from the "slum" schools out to the "better" schools. This avenue of exit does not seem to be open to Blacks. Examination of Table 5.2 reveals that there are no Black teachers represented in the non-tenured Outer City sub-group. This is also true of the tenured Fringe Area sub-group. 3Op. cit., p. 33. 4Howard S. Becker, "The Career of the School Teacher," Man, WOrk and Society, ed. by Sigmund Nosow and William H. Form (New York: Basic Books, Inc., 1962), p. 323. 5Kenneth B. Clark, Dark Ghetto: Dilemmas of Social Power (New York: Harper & Row), pp. 111-54. TABLE S.2.--Distribution of Black Teachers. 119 Location of Level N Building Total Group % Blacks Non-tenured 5 Inner City 33 15.2 (Group I) 3 Fringe Area 28 10.7 0 Outer City 24 . . Total 8 85 average 8.6 Tenured 10 Inner City 47 21.0 (Group II) 0 Fringe Area 27 . . 1 Outer City 31 3.2 Total 11 105 average 8.1 Totals 19 190 average 8.4 (Group I and II) Table 5.3 shows that of the nineteen Blacks represented in the study, fifteen or nearly 80 per cent of the Black teachers in the study hold positions in the Inner City. While Blacks are very much under-represented in the Outer City. TABLE 5.3.--Percentage of Black Teachers by Location of Building. Number of Black Teachers % of Building Location Black Total Inner City 15 79 Fringe Area 3 15.8 Outer City 1 5.2 120 Recommendations From the Study The recommendations in this section are based upon the review of the literature pertinent to this study and the analysis of the data obtained and assimilated. Students are the most important product of any school. Teachers and administrators need to remind each other of this periodically. All religious and ethnic groups are represented in public school populations. When educators become astute and sophisticated in human relations to the extent that they are able to recognize, appreciate, and communicate the personal worth, dignity, and contributions of each religious-ethnic group, this country shall have moved a great deal in the direction of solving world problems. After all, are not all peoples of the world reflected in the faces of students enrolled in public schools? It is with this perspective in mind that recommendations in this section are made. 1. An implication inherent in this study is that more should be done to help teachers feel more positive about teaching. This could be accomplished through intensive in-service programs and action labora- tories that would enable teachers, students, and administrators to get to know each other. 2. Teachers need to strive harder to make students feel good about themselves. Each child should be able to relate at least one pleasant experience daily that occurred at school. 121 The job and role of the principal need to be re- evaluated. Maybe it is more important that he be an open minded individual who knows, likes, and understands people in general and children in particular, rather than an individual who knows learning theory and bogs down with paperwork or other tasks that could more efficiently be dealt with by some other staff members. Teachers should have a greater voice in establish- ing the criteria that will be used to select principals. Teachers should have the right to rate or evaluate the principal. Parents and pupils should have a greater voice in determining the cirriculum. The dispersal or distribution of teachers by race and sex left much to be desired. The Outer City had virtually no Blacks or males. More minorities and males should be hired and dispersed to all areas of the school system. Encourage graduate training (courses, seminars and workshops) for teachers, especially those at the B.A. level. While it is not desirable to have teachers be prototypes of each other, teachers do need more opportunity to interact with teachers from other locations, to share experiences and to evaluate 122 teaching techniques used by others whose schools are located in various areas throughout the system. The purpose is to encounter ideas and techniques that will be beneficial to other teachers and students. 10. Schools invariably lack built in means that allow for change. Therefore, new and sometimes radically different approaches to education (the reward system, guaranteed performance, school without a principal, open schools) need to be observed, evaluated and adopted and adapted provided staff, students and community are committed to these ideas. 11. Schools need to reach out to the community to help in any way that they can. Schools should not remain idle and locked as much as they do. 12. Faculties should promote good human relations among staff members as well as among students. 13. Students need more school situations or learning experiences whereby growth occurs while in compe- tition with one‘s self rather than with other students in that building, system, or state. Recommendations as Seen by the Investigator Attitudes are values or belief systems. Conse- quently, there is a great deal of emotional involvement. 123 It is this personal involvement that renders changing one's attitudes a difficult thing to accomplish. Attitudes can, nevertheless, be changed. One way to change attitudes is to place a few individuals who hold negative attitudes in groups of teachers who hold positive attitudes. If group goals (positive attitudes) are strongly emphasized and individual goals (negative attitudes) are de-emphasized, those who originally held negative attitudes become more positive. This process is gradual. It would be better to have teachers enter the field with positive attitudes and maintain these attitudes throughout their careers. Teacher education programs can make the difference. 1. Modifications need to be made in the selection process. Most colleges and universities that use criteria to determine who will enter and who will not, invariably list G.P.A. (Grade point average) as the most important of the criteria. Perhaps, personal interviews and questions that revolve around why one wishes to become a teacher, or what experiences have you had that indicate you enjoy working with people, or how important is money to you might do a more effective job of "weeding out" before prospective teachers have devoted and invested too much time, money, and effort to bow out of a teacher training program. 124 Prospective teachers must have experiences in teacher training programs that periodically allow them to assess and test their values and belief systems and resolve to do something positive if they discover their values to be too far afield from the group. Teacher training programs should give more aid in helping teachers to know how to diagnose and when to refer those students they are not equipped to help for various reasons. Teacher training institutions need to produce more teachers who are student oriented. Student oriented teachers talk less while the students explain and evaluate more. Teacher educators should use all of the in- structional procedures that teachers will be expected to use. Teacher educators should make known and be able to relate to prospective teachers which teaching behaviors lead to maximum pupil growth and how best these behaviors can be produced. Teacher training programs should be cognizant of the urgent concerns of teachers and provide experiences that will enable teachers to deal with these concerns. 10. 11. 125 Teacher educators should expose teachers to as many school situations as possible; direct contact when time and schedules permit, movies, slides, articles, and seminars when time is at a premium. Cultural shock when a new teacher enters a classroom should be a thing of the past. All prospective teachers should be made aware of pupils of different socio-economic levels, ethnic and cultural backgrounds, ages and attitudes toward school, during the early stages of their training or preparation career. Teacher educators should encourage building administrators to periodically teach classes. This will enable principals to better understand teachers and pupils. Learning, whether it applies to students, teachers, administrators, or the community in which the school is located, must be made more relevant than it is currently. Priorities in education need to be reordered. More needs to be done to insure that pupils starting school have or acquire and maintain positive attitudes toward school. 126 Recommendations for Future Research 1. Use a smaller population, but investigate before administering the questionnaire to make certain that there will be enough respondents in every category to make statistical inferences. 2. The question of tenure needs to be investigated again. While it did not account for significant differences between the expressed attitudes of the two groups of teachers (non-tenured and tenured) in this study, previous research indicates that tenure should make a difference. 3. The question of location of building needs to be considered for further research. Some facets to this question have gone unanswered. Some of them are: a. Why do outer city teachers receive scores much more positive than inner city or fringe area teachers? b. Why did inner city teachers score higher than fringe area teachers as far as positive attitudes are concerned? Interpretation of Data Four independent variables (location of school building, tenure by location of school building, edu- cational degree level, and attitudes toward rate of pay) 127 made a significant difference in the attitudes of the two groups of teachers. Because this study was not an experimental study, (one group of teachers was not given any special treatment) it is virtually impossible to determine cause and effect. At best we can say that a relationship does exist. Probably these relationships exist for a multitude of reasons. Since these reasons cannot be pin-pointed with a great degree of accuracy on the part of this investigator, some theories that might be applicable will be discussed. Fringe area teachers were least positive in their expressed attitudes. When neighborhoods are in transition, teachers in those neighborhoods identify less with the present student body. Sometimes these students present a greater challenge to teachers. If teachers do not feel they (the teachers) are able to meet those challenges, their frustration level increases. Inner City teachers were more positive in their expressed attitudes. Perhaps, some trends have been reversed. Teachers are no longer sent to the Inner City against their better judgment or the least qualified teachers are not sent to the Inner City. Those teachers who do hold positions in the Inner City are proud and feel that they can handle the job and they like themselves and their students. Outer City teachers were most positive in their expressed attitudes. Is it easier to teach here? Are 128 such sociological concepts as the Protestant Ethic, high teacher-parenta1-expectations, a feeling that one can control one's destiny and manipulate the environment to work for you rather than against you, an ability to deal with ambiguity rather than become frustrated, more abundant in the Outer City than they are in the other two locations? What effect does acceptance of parent-surrogate theories by the student have on these teacher's attitudes? Another point of great import, what is the relation- ship between a higher educational degree and positive attitudes? 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"Here Come Tomorrow's Teachers." Texas Outlook, LII (November, 1968). 38. Stout, J. B. "Deficiencies of Beginning Teachers." Journal of Teacher Education, XLIII (1952-3), 33-16. Teigland, Elizabeth. "Contagious Teaching." In Peabod Journal of Education, XLIV (March, 1967), 227- 5. Turner, R. L., and Fattu, N. A. Problem Solving Proficiency Among Elementary Teachers: I. The Development of Criteria. Monograph of the Institute"6f'Educationa1 Research, Bloomington, Indiana University (May, 1960), 60. 138 United States Office of Education. The BeginningTeacher One Year Later. Washington, D.C.: Government Printing Off1ce (1962). Vars, G. F. "Preparation of Junior High Teachers." Clearing House (May, 1965), 77-78. White, Kinnard. "Socio-Economic Factors and the Mobility of Beginning Elementary Teachers." In Teachers College Journal, XXXVII (March, 1966), 177. Whitman, Robert L. "Fears of Beginning Teachers." In Ohio Schools, XLIV (September, 1966), 23. Wright, Benjamin D., and Tuska, Shirley A. "From Dream to Life in the Psychology of Becoming a Teacher." In School Review, LXXVI (September, 1968), 256. Unpublished Materials Alam, Dale. "The Relationship Between School Self- Evaluation Procedures and Changes in Teachers' Expressed Attitudes in Six Areas of Professional Human Relations." Unpublished Doctoral disser- tation, University of Florida, 1966. Booth, Frusanna S. "Factors Associated With Early Withdrawal of Teachers From the Profession in Georgia." Unpublished Doctoral dissertation, Athens, University of Georgia, 1966. Bush, R. N. DevelopingCareer Teachers. Paper read at Regional TEPS Conference, San Diego, National Edu- cation Association, l964, pp. 72-79. Chalquist, Hollis L. "Procedures to Facilitate the Induction and Adjustment of New Teachers in Large School Systems." Unpublished Doctoral disser- tation, The University of Nebraska, 1957. Crafton, A. D. "Factors Related to Satisfaction With Beginning Teachers Among Beginning Teachers." Unpublished Doctoral dissertation, University of Georgia, 1966. :Force, William R. "System Effects on Beginning Teachers in Innovative and Non-Innovative Schools." Unpublished Doctoral dissertation, Michigan State University, 1970. 139 Goodwin, George H. "A Study of Certain Teacher Activities and Human Relations With Special Principals." Unpublished Doctoral dissertation, University of Florida, 1955. Hudson, Joseph T. "Orientation Programs in Selected School Districts and Their Relationship to the Perceptions of Beginning Teachers." Unpublished Doctoral dissertation, Michigan State University, 1959. Kirk, Trena B. "Behaviors of Teachers New to a Building in Relation to the Climate of the School and the Dogmatism of the Teacher." Unpublished Doctoral dissertation, Michigan State University, 1965. McCracken, Oliver, Jr. "Changes in the Personality, Attitudes and Classroom Behavior of Beginning Elementary Teachers in Niles Township Schools." Unpublished Doctoral dissertation, University of Missouri, 1965. Mason, Ward S. The Be inninngeacher: Status and Career Orientations. Final report on the survey of new teachers in public schools, 1956-57. U.S. Department of Health, Education and welfare, Washington, D.C., Superintendent of Documents, Government Printing Office, 1961, pp. 80-81. Mori, Takako. "Analysis of Motivation for Choosing the Teaching Profession." Unpublished Master's dissertation, Michigan State University, 1963. Rodriguez, Nicholas Antolin. "A Comparison of the Per- ceptions First Year Teachers, Practice Teachers and Seniors Without Teaching Experience HOld of the Problems Facing Beginning Teachers in Puerto Rico." Unpublished Doctoral dissertation, Michigan State University, 1964. Theune, Warren Stanley. "Difficulties of First Year Business Teachers and the Relationship of These Difficulties to Their Student Teaching Experience." Unpublished Doctoral dissertation, Michigan State University, 1960. Walker, Ralph H. "A Technique for Assessing Teacher Human Relations." Unpublished Doctoral dissertation, University of Florida, 1954. 140 Webb, John R. "A Study of the Relationship of Teaching Difficulties Reported By Beginning Secondary Teachers to Teacher-Pupil Attitudes and Other Variables." Unpublished Doctoral dissertation, University of Arkansas, 1962, University Micro- films, p. 61. webb, Mildred M. "Factors Identified by Personnel as Influencing Adjustments of Teachers New to Manhasset in 1956-57; A Study of the Teachers Employed by the Manhasset, New York Board of Edu- cation for 1956-57 to Determine What Factors Assist or Hinder the Adjustment of Teachers New to the School System and to Discover Implications for Improving the Orientation of New Staff Members." Unpublished Doctoral dissertation, New York Uni- versity, 1960. APPENDICES APPENDIX A DEMOGRAPHIC INFORMATION MICHIGAN STATE UNIVERSITY East Lansing, Michigan TEACHER HUMAN RELATILNS QUESTIONNAIRE PART A All responses are anonymous, so please do NOT put your name on these sheets. Please rlace your answers in the envelope provided when you have finished. Think up a secret code, that you and only you, can recognize. Place this code in the top left corner of your envelope. In this way you remain totally anonymous, yet I can match this response with a further communication I wish to sen to you later. Your secret code might be your social security number backwards, someone's birthday, license number or some cther ingenious code you may devise. Please start to answer the o-estionnaire with question 1 below. TiDAY'S DATE 1. How many years have you taught? one two three four ' five more than five . 2. Was your present teaching assignment your --- first choice seccnd choice , third choice , fourth chcice , other (please explain) 3. What grade (5) or level (3) are you currently teaching? L. What grade (8} or level (5) have you taught previous to this assignment? 5. What was your college major (s)? 6. What were your college minors‘ __ 7. Was your college private? or State supported? 8. If your college was private, was it church affiliated? Yes No 9. What are your college degrees? Less than a bachelor's Bachelor's Bachelor plus 15 credits Master's Beyond the Master's Other degrees (Please explain) 10. What was the approximate size of your undergraduate college when you attended it? 5,000 students or less 5,000 to 10,000 10,000 to 15,000 15,000 to 20,000 _“ over 20,000 141 ll. 12. 13. lb. 15. 16. 17. 18. 142 Which undergraduate course (5) was/were most helpful to you in your present position? Science Mathematics English Philosophy isychology Sociology Edication metFods courses Student teaching other (please name ) Are you? (Please check one) single married divorced Are you? (Please check one) Male Female Who was influential in your decision to become a teacher? (Check as many as appropriate) relatives friends teacher or :rcfessor 4 counselor other (please explain} ‘— At what age level did you decide to become a teacher? Llementary sc: ool Junior High High School College Graduate School Prior to this teacring assignment, how many professional members of thi staff did you know? How many professional people are on your present staff? How is your sctcol classified? Inner city Fringe Area Outer City ' APPENDIX B THE WALKER HUMAN RELATIONS QUESTIONNAIRE MICHIGAN STATE UNIVERSITY East Lansing, Michigan TEACHER HUMEN RP’ATI(KS QUESTICNNAIRE PART B The following statements are designed to allow you to indicate how you feel at ut your job and your school. Read each statement and indicate your agreement and disagreement with the statement by writing the appropriate numter from the answer scale in the blank providdd at the left. It is important that you try to answer each question in térms of hxw 193 feel atout the statement. Tenure teacher Non-tenure teacher Answer Scale (l) Disagree (2) Undecided (3) Agree 1. I believe we should give more attention to teaching the 'three "R's". 2. I do not believe in a lot of "frills" in the classroom. 3. Some children in my classes should never have been passed from tie previous grade. A. Much of the material I have to cover is so dull that my childrer are tored with it. 5. The teaching profession does not allow me to make full use of my abilities. 6. Teaciipg reo.ires that I compromise some of my real values. 7. Teachers are essentially selfish. 8. Teachers here are wonderful to work with. 9. Teachers here are too set in their ways. 10. There is at least one teacher here whose personal habits I simply can't tolerate. 11. I find it easy to accept everyone on this faculty. 12. Some teachers here think they have all the answers. 13. Teachers here willingly accept t‘eir share of the responsi- bilities of the school. It. Most of c;r teachers have a real understanding of how to work with children. 15. There are reople on this faculty who are a discredit to the teac’ing profession. 143 144 (l) Disagree (2) Undecided (}) Agree 16. I feel as though i "belong" socially and professionally with this faculty. 17. nt faculty meetings i feel free to express my opinions because 1 know that the other teachers will give me a fair hearing even when they disagree with me. 18. bertain faculty members seem to have more influence with the principal than i do. 19. bome teachers are kept on the faculty only because they have influence with powerful people in the community. 20. Teachers here form in groups of personal friends in the lunchroom, at faculty meetings and the like. 21. This faculty gives a teacher the sense of belonging and being needed. 22. Teachers are jealous of new teachers who join the staff. ‘ 23. Teachers on this faculty work well together. 2t. Whenever this faculty attacks a problem as a team they get the job done. 25., The ’rinriral never acts impulsively or emotionally. \ 261 The principal deliberately dodges issues. 27. :When teachers Oppose policies formulated by the principal _ they do not hesitate to tell him so. 28.‘ The principal has the school well organized and it runs smoothly. 29. I feel that the rrincipal tries to escape or shift to others the resronsibilities that are rightfully his. 30. The principal leads the faculty into develooments which they do not favor when he thinks these will help the school make a good impression. 31. It is difficult to know just what to expect because the principal is always making changes. 32. Certain people on this faculty have more influence over school affairs than the principal does. 33. The principal never calls a teacher down in front of others. 3h. During faculty meetings the principal discusses mistakes that individual teachers have made without naming the offending t~acher. 145 (l) Disagree (2) Undecided (3) Agree 35. Teachers feel that they will be penalized in some way if they disolease the principal. 36. In faculty meetings the principal is skilled at giving the appearance of agreement when actually there is no agreement. 37. The principal does not usually praise teachers for work done well. 38. Most of the small irritations that disturb teachers in this school are caused by the principal. 39. The principal has favorites among the staff who get special treatment from him. LO. The principal will listen to my ideas. 41. I think our principal is a wonderful person. #2.‘ The principal is genuinely interested in me and in what I . am doing. #3. There are students in my classes who cannot be taught anything because they are not capable of learning. Lb. Students here do not want to study, they only want to have a good time. L5. I have too many children who do not want to learn. 46. Too few of my students are really working up to their ability. #7. My students are very cooperative. L8. Students in this school are very selfish. u”. (ur students display plenty of school spirit. 50. Students here are really working together to make this a better schocl. 51. Students are willing and capable of accepting responsibility. 52. Students here are careless with library books and fre- quently lose them. 53. I find that my students can be depended upon to do the jobs they have agreed to do. 5L. Students here tend to think that the school belongs to them and that we of the faculty just work here. 55. Students in our school are well trained and it shows up in the orderly quiet way they conduct themselves in rooms, halls and on the playground. 146 (l) Disagree (2) Undecided 13) Agree 56. If I were free to choose pupils, I would select all the same students I now have. 57. Too many of our students do not act their age. 58. Upperclass students tend to corrupt the younger students by undermining their standards of conduct. 59. Teachers enjoy working in this school. 60. Conditions in this school are static; we do not seem to be making any progress. 61. There is an undercurrent of discontent among faculty mem- bers in this school. 62. If I were free to choose, I would remain at this schocl in my presnnt position. 63. This school is not as good as people think. 6t. I would make many changes in this school if I were principal. 65. Peorle outside this school do not know what it is really like. 66. Certain derartments get first consideration for funds and materials. 67. We do not have sgfficient faculty meetings to allow dis- cuss; n of all the things that need to be discussed. 68. Too mucn time is snent discussing petty matters at faculty meetings. 69. This school is organized so that teachers always know what is expected of them. 76. Some teachers here bring pressure on the others to keep things going their way. 71. This school fosters a strong feeling of belonging in its teachers. 72. A strong point about oar school is in the fact that children are given opportunity to develop leaders‘ip ability. 73. It is difficalt to plan and work with my classes because extra-curriCJlar activities take up so much of the children's time. 74. In general I am satisfied with the eouipment and materials provided for my department. (l) Disagree (2) Undecided (3) Agree 75. Pepple who live in this community are vitally interested in the school and what it is trying to do. 76. There are courses we should teach in this school, tut the community will not approve. 77. The community ftlly appreciates the work the school is doing. 78. Some pepple in this community have too much influence in school affairs. 79. The morals in this community are not as high as they should be. 80. Parents in this community are too strict on their children. 81. Parents in this community are vitally interested in their children. 82. Too many people in this community snoop into other people's affairs. 83. This is the best community in which I have ever worked. 84. There are certain reasons why I do not feel accepted in this community. 85. This community puts the same standards on the personal life of the teacher as on any other citizen. 86. Unmarried trachers do nrt feel free to date in this community. 87. Teachers are looked on with respect in this community. 88. Many soCial organizations, clubs and the like are not then to teachers in this ttnmdnity. . 89. What teachers say and think is heard with respect in this Community. 90. The community provides many social Opportunities for teachers. APPENDIX C JOB INDEX SCALE MICHIGAN STATE UNIVERSITY East Lansing, Michigan TEACHER HUMAN RELATIONS QUESTIONNAIRE PART C Please circle yes (Y) or no (N) the characteristics of: Work, Pay, Promotions, Supervision and Co-workers as described below. 1. WORK (My work is . . . ) 2. PAY (My pay is . . . ) (Y) (N) fascinating (Y) (N) Income adequate for normal expenses (Y) (N) routine (Y) (N) Satisfactory profit (Y) (N) satisfying sharing (Y) (N) boring (Y) (N) Barely live on income (Y) (N) good (Y) (N) Bad (Y) (N) creative (Y) (N) Income provides luxuries (Y) (N) respected (Y) (N) Insecure (Y) (N) pleasant (Y) (N) Less than I deserve (Y) (N) useful (Y) (N) Highly paid (Y) (N) tiresome (Y) (N) Underpaid (Y) (N) healthful 3. PROMOTIONS (Y) (N) challenging (Y) (N) Good Opportunity'for advancement (Y) (N) on your feet (Y) (N) Opportunities somewhat (Y) (N) frustrating limited (Y) (N) simple (Y) (N) Promotion on ability (Y) (N) endless (Y) (N) Dead-end job (Y) (N) gives sense of (Y) (N) Good chance for promotion accomplishment (Y) (N) Unfair promotion policy (Y) (N) Infrequent promotions 148 (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) PROMOTIONS (continued) (N) (N) regular promotions Fairly good chance for promotions SUPERVISION (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) asks my advice hard to please impolite praises good work tactful influential up-to-date doesn't supervise enough quick-tempered tells me where I stand annoying stubborn knows job well bad intelligent leaves me on my own around when needed lazy 149 (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) (Y) CO-WORKERS (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) (N) stimulating boring slow ambitious responsible fast intelligent easy to make enemies talks too much smart lazy unpleasant no privacy active narrow interests loyal hard to meet APPENDIX D LETTER OF REQUEST FOR PERMISSION TO DO THE ' STUDY IN PUBLIC SCHOOLS 1400 Jennings S.E. Grand Rapids, Michigan December 10, 1970 Dr. Elmer Vruggink ‘ Assistant Superintendent for Instruction Grand Rapids Public Schools 143 Bostwick N.E. Grand Rapids, Michigan 49502 Dear Dr. Vruggink, This letter is a request for permission to do research in some of the Grand Rapids Public Elementary Schools as partial requirement for the degree of Doctor of Philosophy at Michigan State University. The research would consist of administering a questionnaire to about two hundred elementary school teachers. The results will be later tabulated and statistically analyzed. Complete anonymity is guaranteed each teacher as no names will be involved. Even build- ings will be referred to as A, B, C or D. If building principals could afford me about fifteen minutes of one of their Monday afternoon staff meetings, the task of administering the questionnaire could be completed. Enclosed is a copy of the questionnaire and the hypotheses of the study. Please answer at your earliest convenience. Thank you, Charles Eugene Sims (Chuck) 150