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(L; 75;,‘1, ’ , 4«'9‘=.s“~t§'°:E1 ' 5535!??5‘ p, 7 , ‘tt-Q‘Ik‘ ,_.~-. 0‘44; .0 LINESAs 0-169 This is to certify that the thesis entitled presented by Chandler Washburne has been accepted towards fulfillment of the requirements for "Involve-lent as a Basis for Stress Analysis: A Study of High School Teachers" Pth. degree mimialogy & Anthropology My Major professor INVOLVEMENT AS A BASIS FOR STRESS ANALYSIS: A STUDY OF HIGH SCHOOL TEACHERS By Chandler washburne A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of ID CTOR OF PHLOSOPHY Department of Sociology and Anthropology 1953 IHESIS .l {\(X .sllklll ACKNOWEDGH‘EEN T The author would.like to acknowledge the generous and.extremely helpful assistance given him by Dr. Duane Gibson. Without his guid- ance and penetrating criticism this study would have been almost im- possible. Acknowledgement should also be made to Dr. John Useem who provided great help in the formulation of the problem and the initial stages of research. The author is also indebted to Dr. Charles Loomis and many members of the Sociology Department for various stimulating discussions and advice. In most all investigations in the social sciences research involves people who are the objects of study for these sciences. Thanks and acknowledgement should be given here to the participants in this study who gave willingly of their time and information; and to the many others who in the larger study have helped make research.upon this subject possible. 1 tut-'3 :. 5 I: C L). 193 ABSTRACT The primary purposes of this study were to develop a theoretical scheme suitable for the study of stress in occupational life, second, to discover possible hypotheses in this area, and third, to reveal some substantive findings about the nature of the occupational life of teachers (from.the viewpoint of stress). The theoretical approach to stress was treated as an interven- ing variable when an individual is blocked.from.reaching an important goal. The goals which are dealt with here are common culturally given ones which actors come to accept. These goals can be blocked in a variety of ways especially when contradictory goals are held by an individual. This is a very likely possibility when a variety of social structures are attempting to control the goals and actions of teachers. This produces a conflict of "legitimate orders“ which can lead to structural or stressful personality conflicts. The psychological literature indicates that the most difficult problems for individuals arise when the blockage stems from internal conflicts. The position of teacher tends to be unclearly and ambiguously determined. As the study was exploratory a depth interviewrmethod was used uPon a restricted sample.' A.method of analysis was devised which was neither statistical in the sense of predicting probable percentages, of certain indices in a universe on the basis of a sample from it - nor was it at the other extreme an analysis of a series of cases in all their individual uniqueness. Rather it was concerned with the development of types of involvement useful in stress analysis. The substantive aspect of the study was concerned with the oper- ation of actual stress factors in the occupational position. The use of the method, as it was developed, uncovered data about the nature of stress in the position, at the sane time that the method was being more fhlly conceptualized. Previous research had revealed the difficulty of using a method— ological approach which.viewed stress as inherent in the station (posi- tion), or on the other hand, as directly and simply measured in a specific type of response made by actors. Thus, a method based on the relationship between the actor and station was developed, and concept- ualized as involvement. The actor's involvement with the station was found not to be uni- dimensional, and therefore a typology of kinds of involvement was dev- eloped. Each type would vary independently in degree. It was premised that the most highly involved areas would.be the ones where the important stresses would arise, through.the operation of factors which.blocked the actor in these areas. In the substantive findings four such uni-dimensional areas were developed. These areas were isolated on the basis of their’importance in the station of high school teacher, and because they would be rele- vant to a wide range of occupational stations. The four areas were: Economic and Security, Status, Authority and Profession. A variety of simple indices for each area were developed indi— cating kind and degree of involvement. This allowed a ranking of cases in the areas. Various stress experiences were related to these indices. The pattern of involvement appeared to be predictive of the area in which stress would occur and predicted something of the re- sponse that would be made to it. In conclusion, the involvement method of stress analysis seems to be justified and worth further exploration, on the basis of the fruitfulness of its application.in this study. Secondly, the station of high school teacher is characterized by'a number of basic dilemmas and contradictions, which makes clearcut and unstressful role perform- ance difficult for teachers with a wide variety of different kinds and degrees of involvement. TABLE OF CON TENTS Chapters I. II. III. IV. V. VI . VII. VIII . IX. X. Introduction Some Theoretical Problems in Stress Analysis Problems Concerning the Selection of Cases Methods of Analysis The Economic Area of Involvement Status as an Area of Involvement Authority as an Area of Involvement A. Some (bncepts B. Types of Legitimate Orders C. Reward and Punishment D. Distinctions between Cases E. Conclusions The Area of Professional Involvement The Interrelation of Areas of Involvement Scales as a Methodological Improvement Summary and Conclusions Appendix A: Schedule Appendix B: Scales Bibliography Pages 13 29 142 61 75 76 78 92 98 117 123 lb? 157 165 173 201 275 Table I. II. III. IV. V. VI. VII . VIII . IX. LIST OF TABLES Economic Area of Actor Involvement Security Sub-Area of Actor Involvement me Relationship of Allport-Vernon Economic Scale to Economic and Security Scores from Interviews Economic Satisfaction and Involvement Relation of Father's Occupation and Graduate Major to Economic Involvement Status Involvement Status Involvement in Relation to Projected Attitudes of Others Perceived Source of Status in Relation to Projected Attitude of Others An Index to Feelings of Restriction in the Station The Relation of Restriction Feelings to Religious Scores on Allport-Vernon Study of Values A Test of the Relation of Religion (Allport- Vernon Score) to Restriction A Test of the Relation of Theoretical Scores (Allport-Vernon) to Restriction An Index to Feelings of Internal Authority Actor Involvement in Legitimate Orders Pages 147 1:9 53 56 63 67 69 101; 106 108 109 112 116 Table An Index of Wertrational Integration Station Ideal and Status Quo Relationships Interrelation of Areas with Pages 132 135 150 .|\?||ll ’.yll||' \{ltllll - 9 - I INTRODUCTION This study was undertaken because of an interest in problems relat- ed to mental health in modern urban American society. A natural focus fbr the sociologist is upon stresses arising in the relation of the individual to society, not from.the relatively unique relations developed by the individual, but those of general social relevance. Thus the concept of the station (essentially the ‘status' of Linton)l and the associated concept of role-playing were of central importance. One of the ways which one can start to study stress is by turning to a station in the society which is commonly thought of as stressful, and then trying to find out something about the character of the stresses that are found there. The station of teacher is often referred to as one which places stresses upon the mental health of individuals in it. A.survey of ed- ucational journals and some of the literature in educational sociology tended to confimm this impression. The literature suggested three vague- 1y defined areas of stress which seemed relatively important and.wide- Spread: (1) status - there seemed considerable concern over the standing of the teacher in the society; (2) economic - there was a.good deal of stress expressed over the economic condition of the teacher, and confus- ion over how one should.feel and what one should do about it; lRalph Linton, The Study of Men, (New York., 1936‘). I’I I III',|I " [al.l? 1 -10- (3) professional - there was both stress and confusion concerning the professional standing of teachers. The issues were not clearlv de- fined here and solutions to the problems of achieving these goals were even more Vague.l These areas “e not always clearly isting"'shable from each other and their relation depends upon how the actor views them; some actors might see status as directly related to professional standing. When we deal with these as areas of involvement they should become clearer. With these three areas in mind, about ten preliminary pilot inter- views were conducted. By this means the areas to be investigated were more clearly delimited than they had been through the analysis of the literature alone. The content and the order for a schedule were also developed at this time. 1A.large number of articles from educational journals were invest- igated; however, most of these articles were in the nature of personal documents or involved very little theoretical formulation relevant to this prdblem. There is little point in reviewing this material here as it cannot be treated as theory and must be treated primarily as empir- ical data. A review of this data would amount to another empirical study. This literature has been used primarily to direct the study to- ward the most profitable areas of investigation. The sociological and psychological source material has not been reviewed here at it dealt 'ith fundamental problems and basic theory rather than anything specif- ically related to the study in hand. Reference is made to relevant sources throughout the dissertation. -11 ,_ 4-... 3his whole process eventually resulted in a manageable problem and a schedule1 suitable for collecting data on this problem. The problem had two parts: (1) Can a method of stress analysis be developed using the two central concepts of station and self-involvement? (This method would also include techniques related to indexing and interpretation, as well as a vaiiety of secondary concepts). (2) If such a method could be developed, what would be the results in its application to the station of high school teacher? (This second part would serve two funct- ions; that of testing the usefulness of the method and producing some sub- stantive theoretical findings concerning stress in this station). It was not expected that the method would be completely developed and then held rigid in the analysis of this station; but rather that both problems would be worked out together, in the words of the current cliche! "with an interplay between theory and research“. One reason for such a large amount of interplay is that in many cases, we do not know enough about the variables involved to develop a rigid methodological approach which would work out without being continually modified. This proved to be the case in this study} Others have evaluated this area in similar manner: Research efficiency requires that one realizes which type of study is most pertinent to the problem that has instig- ated the research. Suppose for example, that one is interested in obtain- ing insight into the process by which social enviornment influences mental health...the research worker entering this area is not in a position to advance any precise hypo- thesis for investigation. Indeed, it would be foolhardy for 1See Appendix A. for him to try to do so. Without some knowledbe of the scope of the area, of the major social variables influ- encing mental he 1th, of the settings in which these var- iables occur, any hypothesis th t s set forth is likely to be trivial. horeover, the precise testing of a hypo- hes is gez1e rally pre sures th at one knCW'S the relevant vali.atles i-n the are a of investigation, since without this knowledge it becon cs difficult to es tabl' sh adequate experimental controls. In such a case, an exploratory or formulative study is more likely to be fruitful than an experimental study.1 The "findings" of this study were not only to be concerned with the station of teacher, but also, with the method of studying such a station from the viewpoint of stress. Throughout the study uggestions are made concerning changes in meth- ods or possibilities for future research. The whole study was desirned not as an entirelys epara ate unit, but as part of the on going research in mental health. This function can.be achieved either by its general iflh plications for the study of stress or the particular findings concerning factors bearing on the mental health of teachers. It will have served its purpose if some fruitful substantive or methodological possibilities are revealed. This work offers a basic scheme for the study of staess 1y occupation, and some rather concrete and complete analyses of pri- mary stresses in the stati.on of teacher, which could form the b ais for a study predicting th e stresses that would be experienced by valious kinds of actors. In its present state this material could be used to clarify for teachers the nature of some of their problems and thus fur- ther the rational solution of these protlens. The studyt us serves as a starting point for two kinds of action: the develo sent and refinement of stress research; an‘ analysis of concrete stresses in teaching. —__._1 lMarie Jahcda, Lorton Deutsch and Stuart Cock, Research Methods in Social Balations (1m lcrk., 1952), p. 29. ‘ II I"? T'fu‘fx ‘7' fl .7 “7“ \V"" *1’F4 Tsy (-1 (74" T ’N r“ \‘ -‘." V‘VFN A.“ 1.1.1.:b1 1L1; i 1 LLLALJA.Q J.” Uliapuu 1.1 1... 10.1. The theory used in this study is related to that developed in the depaJ trre tal project atI-Ljohi gen State College: 3;. 3:115; §__f_ .1 c1 icl q o - ' u 1 1| v Strengths 1n 13mg health. The '1-1enta1 health Frog ect util iced certain basic concepts. First, there was the cone opt of t‘: e socita,11 system as a series of f1mctionally inter-rela ed stations. The station is a locus of norrative expected ;cies (ri1h‘ '1, dut ies, etc.) in a social system. The actor is the individuzl seen from the vi emtoint 01 hi 5 occupary of a sin t,le station. Frle is the behavior of an individual as an actor in a given station. Self-involvement is the same as ego-involvement and implies a relationship between the situation and the actor in which the actor's self-esteem is at stake (and can be raised or lowered). Self- esteem is the actor's appraisal of himself. Bosnian-segment refers to a portion of the total position of the individual looked at from the viewpoint of being involved in several stations. Stress as a condition of the individual is considered to appear as a consequence of any inter- ference with satisfaction - and/or security-seeking functions of the self- system.2 This concept of stress is related to self-involvement in that __ .4.— 1Sponsored by: National Institute of Mental Health, U. S. Public Health Service. 2The development of "self-system" and related concepts is extremely complex and need not be developed here. For a thorough and critical ex— amination of this concept see H. S. Sullivan, Conceptions of Modern chhiagz. (fishington, D. 0., 19,47). 111,- self-involvement indicates that the individual is seeking satisfaction or security in.thc situation in some way.1 The individual remains in the situation and acts because doing so contributes to the attainment of those goals. 1 station has been selected which has certain characteristics (makes certain demands) which are generally considered to be stress- producing. The purpose is to determine whether this assumption is correct, and if so, what the features of these stresses are, and recog- nizing the important element of involvement, to determine the range and type of “orientation to station‘ (or involvement) which people lune who enter into this position. The results of some of the earlier pilot studies in the Mental Health Project indicated that to approach stress from the viewpoint that certain things are inherently stressful and others are not, might well lead to inconclusive results except in extreme cases. This analysis was made from.a relativistic position which started with the view that some things are stressful to one person and not to another, and that a station is not stressful per §g_but only to certain actors and then only in certain ways. The questionthen is: what makes certain situations stressful tothe actor and others not? It is obviously something occurring in the relation between the actor and the station. For one thing, the actor will be reaponding only to what he perceives (on whatever level of consciousness). Out of what is perceived only those things that interfere with the aims of the self or endanger it in some way arelihely'to be stressful. This would include a variety of situations from.those directly interfering with final-oriented'behavior to incompatibilities and ambiguities. —_ L lstress usulge hora simifi’to: Richard 3. Lazarus, at. 9.1., .Thfi Rf‘f’nn-h: n? Daunhn‘l and n 91 Rivas: nnnn pnrf’nmnnnn. - pnvnhn'l nan' nn‘I -15.. If we attempt to find those aspects of the actorhstation relationp ship which are stressful, we must first find out what the actor perceives and what he is trying to achieve as an occupant of the station. The app- roach was: that the greater the self-involvement, the greater the possib- ility for stress; following the principle that stress occurs only where there is self-involvement (motivation). Self-involvement was not treated in terms of the whole station as to do so would not give an adequate basis for a contrasting of cases as an equal total involvement can'be distrib- uted differently in sub-areas. That is, involvement could not be treated as uni-dimensional variable (i. e., involved to not involved in a station), but only as a qualitative variation in types of involvement; each type perhaps showing quantitative variations in different cases. It is thus regarded here a,multi—dimensional variable. Even less would a treatment of the station as a whole lead to a comparison of stations. Therefore, a breakdown into "areas of self-involvement" was made, keeping in mind the usefulness of the areas to an analysis of stations in general. The breakdown led to:four areas (based on survey of literature, in- terviews and theoretical considerations) that were felt to be suitable for research in that they covered the major stresses: (1) economic (both gain and security); (2) status (prestige and respect); (3) authority (involvement with different types of legitimate ordersl); (h) profession. a1 (orientation towards teaching as a profession). ‘More detailed , 1Alegitimate order is a single order or a system of orders which are considered “binding" upon.the individual. Some individuals:may not accept an order regarded as legitimate and binding upon him by others. This will be discussed further in the chapter on authority. ~16- descriptions follow below. These areas are not all on the same level of analysis, especially the area of authority (which tends toczut across several areas); but in all areas the kind or degree of involvement should give a‘better basis for prediction of the kind and amount of stress.1 Very simply put, we would expect those highly involved in the economic area to experience more stress over the economic position of the teacher than those with low involvement; the stress might be resolved by leaving the station. In fact, one such case was found in the sample2studied. In a case with relatively high economic and high professional involvement, the actor may'be faced with various dilemmas. The status area for the teacher seems relatively ambiguous as far as the society is concerned, and the actors tend to reflect this in their perception of this area. The status area seems to have at least two kinds of involvements, one related to economic factors or to various contacts outside of the social system in which the station of teachers is found. Those high.in the pro- fessional area may see status as directly related to advancing the level of the profession through training and selection. It was felt that these factors might vary in relation to the actor major classified as either "administration" or non-administration. The schedule was made up in line with the above suggestions and was administered along with the Allport—Vernon "Study of values". The test- ing and interviewing time amounted to approximately four hours. This was an.eXploratory study, and the questions were openrended as the categories of response could not be anticipated. The schedule utilized a social. psychological technique in that the questions were relatively'unstructured, lWhen involved goal is blocked, stress is produced. 2Random of male High School teacher in graduate school at M.S.C. fib- -A.‘- in order to elicit a projective type of response.1 For example, the teachers were asked: "Do teachers make enough money?" The usual cate- gorical, pre-ooded approach might be to find that, Say, thirty percent said."yes", sixty percent said "no", and ten percent gave other respon- ses, the conclusion being that teachers felt they were being underpaid. In this study the responses were examined in relation to other express- ions from the actor to find out the kind ar d degree of involvement in the economic area and to see how this was related to the actor's in'olve- ment in other areas. A related ex ample (more fully anal; zed later) occurs when we study the amount of "restriction" (i. e., feeling that occupying a given station limits desired behavior or self-expression) which the act- or feels in being a teacher. A series of responses related to feelings of restriction were used to produce a ranking of the cases in regard to this factor. This was compared to the Allport-Vernon scores on religion. It was felt that restriction feelings would be related to the way individ- Uals felt about social pressures in regard to their personal life '-nd their utjecti.vely or ob jectively oriented view of the world around them. This approach proved to be revealing as will be seen in a later chapter. The emphasis in this study, then, is not only upon substantive findings con- cerning teachers, but upon methodological apfrc aches to the araly sis of stress. 1"*e have to learn to treat questionnaires as we are accustomed to treat a projective technique". Kurt Lev:in, Field Theory_ in Socic'1 Science. \:. 9W YOIk,1951), p. 163. .1 8... While this study does not proceed as far as a complete analysis of stress, a model has been developed which indicates something of the types and amounts of stress and demonstrates an approach that could be used. As the study stands it is a logical beginning for this kind of an analysis of stress. The concept of self-image is important here in that the self-image is related to such concepts as the Ego-Ideal which may be defined as “the totality of those more or less consistent and organized.nore or less conscious principles according to which self-esteem is increased or decreased. [It ig7 a conception of the ideally sucessful self, it defines the conditions under which the person would feel maximum.self— esteem.'1 Thus, those things having to do with the realization of the ideal self image or ego ideal would be things with which there would be considerable involvement. Involvement would be a measure of their importance to the realization of the self image as well as the import- ance of a particular self image to the individual. Criteria for deter- mining involvement would be such things as: (l) intensity of an atti- tude, (2) frustration, deprivation, or violation of systems of legiti- mate expectation, (3) encouragement, (h) competitiveness.2 As we 1Robert R. Holt, "Effects of Ego-Involvement Upon.Levels of Aspir- ation“, Ps chia . Volume 8, p. 30h hbfi} -19- discovered the various areas of high involvement for an individual one gains an understanding of his self-image. In this study a notion of the self-image of actors is had by looking at the pattern of highs and lows in his involvement. Given an individual in an occupational station what is his self- image in connection with this station, or with what aspects is he highp 1y involved? There are two inter-related parts to this involvenent. In realizing the self-image the actor is concerned with factors block- ing this, and with factors which further realization of the self. In the actor's words the bad things and the good things. Among male graduate students who are teachers we can expedt a limited variety of self-images (in relation to the occupation) and these should be fairly clear, in that graduate training is undertaken attempting to realize some self-image at a fairly conscious level. In a number of cases (as was expected) the training was a way of escaping from blockages (in the realization of their self-image) which they ex- perienced while high school teachers. Those that leave a given field are always interesting to study, and they will reveal more clearly than other actors certain factors, but they are not to be considered typical of the actors who remain. The stress of those who leave is reduced when they leave and the realization that they have a way out may reduce the stress. However, it may lead them to hold more closely to their self-image and be less accommodating to the environment. .. 20- In the study of the self-image attention has been given to the factors blocking its realization or at least which fail to help in the realization. This is the stress side of the picture - where there is involvement and blockage. The more positive aspects or self realiza- tion in teaching are not central to this study. The following points need to be established in order to convey some notion of the assumptions and considerations involved in this study of involvement and stress: 1. 2. 3. Total stress in an individual is not a manageable research topic. There is no one or even multiple index that will yield a measure comparable to other cases. Stress cannot be simply measured by some response, such as suicide, alcoholism, insanity, turnover, etc. These are the responses of certain types of individuals to certain types of stress. The rates will include the results from a wide variety of factors. Situations in and of themselves are not stressful. In cer- tain extreme cases a large number of individuals will exper- ience stress. But in almost no case is it necessagy that all experience stress. Stress arises in the relationship of the individual to the situation. This relationship can be conceptualized in terms of involve- ment. Involvement is expressed in terms of degree, or quantitatively. It is also the degree of involvement with something qualitative, self-image, goal, or area, which is to be realized in a given situation. In a given situation the character and degree of involvement, in part, determines action. 10. 12. 13. 1’40 15. -21- The analysis of stress here deals only with stress arising when the realization of goals, with which the actor is in- volved, is blocked. Involvement is a necessary preliminary to any stress ex- perience. Stress need not appear with involvement. but only when the actor is blocked from moving toward things with‘which he is involved. Success and failure are only felt in regard to things with which there is involvenent. The complete stress equation is: St = I x;B x R St 3 Stress I = Involvement, degree of B = Blockage, degree of 'R 3 Reference, level of (by which success or failure is judged) R and I tend to react upon each other and are difficult to separate, thus the shortened equation: St = 1.x B This is the basic conception of stress used in this study, as Reference is not used to any extent. The main emphasis is upon involvement. Psychologists have made unitary experiments with particular involvements (in the study of stress), but the application to occupations has not been fully'made. The total involvement with a station should be recognized as not unidimensional. Each area (a) can‘be analyzed in terms of the possible relation to other areas of the station, (b) and individual cases can be ranked in regard to it. 16. 17. 18. No detailed relationship will be developed.between stress experiences and blocked involvement. This is a complex firoblem.awaiting a.great deal more analysis, the study of involvement should come first. The study is sociologically not psychologically oriented in that, involvement is studied not from an individualistic viewpoint but from the cultural and structural, common.cu1- tural involvements and structural blockages, etc. The study of involvement has seemed the logical first step in the study of stress. ‘An excellent article came out after this study was almost finished, and it was most gratifying to find the authors expressing the same general conclusions about stress that are maintained here. They based their conclusions upon an extensive review of psychological literature and upon research. They have this to say about stress: The Concept of Stress: It is not possible to discuss intelligently the work on psychological stress without dealing with the problem of the concept of stress. The definitions of stress that have been given from.time to time are in- adequate for several reasons. It is possible to think of stress in terms of situations. For example, we say that a crucial examination is stressful to the participants, or that combat is stressful to soldiers. One difficulty with this approach is that these situations are not reacted to uniformly by all people. we cannot predict the behavior of individuals by simply describing the situation. One person may tremble, sweat, experience discomfort, and show signs of behavioral disorganization. Another may show an impairment in performance with no other subject- ive concomitants. Still others may show no measurable effects from the situation. In.most of the research on stress, the experb imenter selects a situation which, from.past exe perience, seems to be threatening to nest people. Implicit in this selection is the necessity of identifying stress with the motivations of the people who are being tested. However, because people differ in motivations and in the ways they deal with them, it is never really possible to -23- define a general stress situation. The situation will be more or less stressful for the indilidual nemhers of the group, and it is likely that these differerces in the meaning of the situation will appear in terms of performance. It is also possible to define stress by empha- sizing the reactions or responses of an individual rather than the situation. The trouble with this approach is similar to that encountered when we emphasize the situation. hhat kinds of reactions should we measure? Are we to consider changes in skilled performance as the" measure" of stress, or are we to consider changes in subjective repert? It is apparent that these things may change in- dependently of one another. Moreover, these changes are a function of many unrelated variaoles. For ex- ample, skilled performance may be affected by a change in approach to the task. It would he meaning- ess to identify these changes as the effects of stress. Since stress cannot be defined in terms of stim- ulus or resoonse Operations alone, it is necessary to think of it in terms of an intervening variable. The ad itional concept that is necessary is that of motivation. Stress, therefore, is really a s cond- ary concept, built upon the relationship between a primary concept, motivation, and the situation in which motivated behavior appears. We would then think that stress occurs when a particular situation threatens the attainment of some goal. The actual responses that the individual may show will depend partly upon the kinds of mechanisms that have been previously estaolished. This vieWpoint demands that the concept of motiv- ation itself be explored. The psycholOgist who is -2h- interested in problems of human behavior finds it very difficult to estimate from measures of behavior the kind and degree of motivation in- volved in a particular situation. There is general agreement among psychologists that it is ultimately essential to do this in order to account for the enormous individual differences that are found in behavior. In studies of psycho- logical stress individual differences tend to be one of the main findings. The use of the involvement concept, as it is related to this defini- tion of stress, is best described by Holt!2 He has an excellent review of the psychological literature, and clarification of the basic concepts. Nelson Foote has written an article3 which deals with the basic factors which are under analysis in this study. In understanding role performance one must provide some means of relating the individual actor to the station calling for the role performance. Foote uses the concept of “Identification" as a basis for a theory of motivation in role perb formance. When one is identified with something this produces an involve- rent which makes certain actions and their results important, and the failure to realize certain things becomes stressful. Identification and self-image would seem to be related terms. lRichard s. Lazarus, 33 3.1., "The Effects of Psychological Stress Upon Performance", Pyschological Bulletip., vol. b9, no. h, part 1. 2R0bert R. Holt, "Effects of Ego Involvement Upon Levels of Aspiration'l Pyschiatrz, vol. 8, pp. 299-317- e-,—F' 3Nelson N. Foote, "Identification as the Basis for a Theory of hotiva- tion,".American §2239E2E§22l Review, v. 16, pp. lh-Zl. -25- In this chapter some of the concepts and problems arising in stress analysis have been discussed. A basic approach to the concept of stress had been laid downand explained. A series of guiding points have been developed which set certain necessary limits upon the analysis . -26.. III PROBLEICS CONCERNING THE SELECTICN OF CASES In keeping with the interest in different areas of involvement a de- sign for the selection of a group of cases was made. The intent was to draw a sample from a universe of relatively young teachers doing graduate mrk, who would probably not have resolved their stresses, or utilized their resources which would conceal them. Also it should be a universe relatively highly involved in seeking a variety of goals in occupational life, a group with a relatively high potential for accomplishment. The station was seen as only one possible station which might be studied in an analysis of stress within the limits of the method. The development of the method was one aim, while the other was to get a selection of teachers which would display a variety of types. At this stage of re- search it was considered more important to ascertain the kinds of in- volvement possible than to attempt to estimate with high accuracy their frequency in a given universe .1 The original basis for selection was of the character described below. An attenmt was made to select fifteen to thirty-five male high school teachers (twenty were actually fully interviewed) who were engaged in grad- uate work in the field of education at Michigan State College. These teach- ers were ones holding a teaching position at the time of the interviewing, or who had held one in the past. It was expected that through this pro- cedure some better understanding would be obtained of what factors go to form a given pattern of involvement, which we may call an actor image of self a in a given position. It was anticipated that the type of actor image held “Marie Jahoda, Morton Deutsch and Stuart Cook, Research Methods in Social Relations. (New York, 195 2) , p. 29. i27-‘ :muld be a determinant in the formation of stress for a given individual. All possible orienta tio1m with ways in which an actor could enter in- to a station in a social structure such as the school could not convenient- ly be sampled. In this study the attenpt was made to sample for two s1ch images. We were not interested in idiosyncratic images but rather in those which were commonly held and socially given. A sa1ple of teachers was dram m'which, it was anticipated, would tend to select two somewhat contrast- ing images. By controlling, so that we got one group of teachers majoring in school administration, we hoped to find an orientation more in terms of L the aeoor as a bureaucrat who was using his poolcion as a teacher as a point from which he could move into ooher positions in the hierarohs. The other group in the sample were those not majoring in and not anticipating nmving into administration. we expected a group here wl ch was suffi cient— 1y interes ted in teachingi ts lf so that it would continue its study in ed- ucation per se, and would.not regard th e position purely in terns of heir- O archic al advanc- ement. we aspects i an a r image which we might call pro- fessional. l The initial group froz. which the selection was made consisted of about a thousand graduate students. Durir.g the Spring term.of 1952, approximately three hundred of those were readily available because they were currently tel-Ling graduate work. “on relling for (1) males, {2) high chool teaching, (3) arministratlon n1i non-adra histration reducei the group further. A randomizing proceSS‘was used in the final selection. The bureaucrat can be a Hpro es sional administrator, out this may pull him away from the professional teaching gruup. .. 28.. It was expected that the use of a sample of teachers who were tak- ing graduate work would reveal actors with a higher degree of ambition and involvement and with a fairly stronlyideveloped image of themselves in relation to their station. There was also a greater probability that they were in some ways dissatisfied with their present state and exper- ienced a higher degree of stress. The controls for males and high school teachers were used because the problems that women face are quite differ- ent from those of men, and the situation and recruitment of high school teachers is different from that found in elementary schools. . A sample was selected which came from a relatively definat‘cwéfltation where the expectancies were not extremely diverse yet the sample was expected to contain» some variety of types of involvement. 1 Throughout this study the distinction nmst be made between sub- stantive quantitative findings which apply only to the universe from which this sample is drawn, and the methodological developments and structural analyses which are of general relevance and not strictly dependent upon sampling. -29- IV METHODS OF ANALYSIS Before it is appropriate to go into an analysis of the cases we should present some statement of (l) the kind of information gathered by this technique and the uses to which it can be put, and (2) the nature of the relatively nonstatistical approach that has been used in the analysis of the areas of involvement. This study was undertaken with attention to the importance of the establishment of specific limitations on the universe to be studied. It was limited to (1) male, (2) high school teachers, (3) currently en- gaged in some graduate work with the Division of Education at Michigan State College, and furthermore, the cases were divided between administ- ration and non-administration majors. What is the function of limitations? When we control we cannot hope to control all possible variables, but only those which are sign- ificantly related to the resalts which we hope to obtain. The basis for selecting controls lies in _a_ p_I_‘f_Lg_r_i_ predictions from the theory we are working with, past experience - or often habit, and perhaps lucky guesses. If we do not exert many limitations it does not necessarily mean that our data are invalid. It means generally that the data will be much more scattered and that interpretations will be much more diff- icult . -30- Eb have as our data the several hours of interview data the actor has given us. These responses all arise out of all his past experiences up to the present moment. we need not predicate that when he responds that he needs more security that this is due to the immediate school sit- uation, such as his lack of tenure, nor need we predicate a reason in an unloving mother in childhood. Either or both factors may be leading to the response. Now we could control for school situation or for nothers but there would undoubtedly be other factors appearing as we went along.’ The more one knows about the area under investigation the better this type of control method works. In areas where one doesn‘t know most of the significant variables so that it is possible to control them, assume ing you have knowledge of relevant variables may give a false sense of security and lead to oversights in the collection of data. Another method of procedure suggests itself, that is to exert a few basic limitations so that we deal with a class of actors and can develop a.schedule directed towardithe situation they are in. Outside of this the method is pretty much of a reversal of the first method. It involves an attempt to develop the inter-relation between responses which explore certain aspects of the actor's relationship to a given station. The re- sponse classes which are developed can then be related to each other and to various explanatory factors. .. 31... A relatively non-statistical type of approach is required in this situation. When necessary, we attempt to develop edeal types or cate- lgories which accentuate a factor under analysis. The relationships between factors as developed within the schedule will be studied. Often, the attention in schedule and questionnaire development is directed toward precise question wording with the goal of conveying the same meaning to all respondents, the neaning that the investigator has in mind.1 In the schedule used in this study questions are often utilized in a manner approximating what has come to be referred to as 'projective”. It should of course be pointed out that whether we want to or not, all questions, even the most clear and simple, draw responses in some degree projective. That is, the respondent is interpreting and reading into them in terms of his own personality, and responding accordingly. Fbr some purposes, one may try to limit this as much as possible; in other cases the stimulus, or question, is worded so as to generate this "projective" reSponse. The hope is not to find unique projections of individual personalities, but to ascertain common social patterning in the actor-station relationship. The schedule is not directed towards understanding the total personality, but rather that area of 1It should be noted that there is a strong trend toward combining this approach with the more intensive interview method. This makes an excellent research design for many areas. Such a two-phased study with intensive interviews followed by pre-classified questionnaires was used’ by Robert Merton in.Mass Persuasion (New York), l9h6., also in the guthoritarian Personality (New York, 1950)., by T. W. Adorno, _e__t. 93;. -32... the personality one may call the actor, or, the actor—station relation- ship. {ln a common statistical approach, an attempt is made to control some variables by using a suffigient number of cases so that the effects of the different variables tend to cancel out in the final results. Thus, it is hoped that differences in the percentages of, for instance, X, will be re- vealed in two different classes of actors: unless all cases in one class reveal factor I, we can assume that sone other uncontrolled variable is operating so as to affect the percentage of X. Ideally, we would like statements in the form: all class 5 exhibits factor I. The attempt to reach this kind of predictive statement forms the basis for one method- ological approach. This is the approach used by Durkheim in his Suicide.1 He starts with the rates of suicide for a certain class of people. He then - in the light of his theory - breaks these classes down into sub- classes which.manifest rates either above or below the rates in the total class. He can follow this process as long as he can.get a rate changing in either direction. The significance of each further control is just- ified by a rate increase or decrease in a sample large enough to assume a random cancellation of other variables.jZ Somewhat the same method would apply in the American soldier studies, where instead of a suicide rate we have scalogram.scores in which we can break down Soldiers into sub-classes manifesting tendencies towards higher or 1Emile Durkheim, Suicide. (Glenco, III., 1951). -33- lower scores. This forms a basis for the postulation of intervening in- terpretive variables.1 Variations of this variable explain variation in scores. ‘ While this study has certain methodological similarities to the Amer- ican soldier studies, in that we are looking for relationships between re- sponses, as they were in the scalogram, and hope to make some use of inter- pretive variables, it varies in some reSpects. To mention one, they were / [I / studying thousands and we are studying twenty people. The agproach in this study is through the use of relatively few cases with relatively ex- 4 tensive information. Ideally, we should provide not a percentage, but an explanation for each case. That is, if all cases in a given class do not possess the expected factor, an explanation should be made possible. It will be a study, then, of areas of involvement as they are related to each- other and to reference factors. It is a study of the way twenty men re- lated themselves to a position in society which is called "higheschool teacher". It attempts to divide the actor's relationship to a station into parts or areas and then see: (1) the general kind or degree of self involvement in these areas, (2) the relationship of the areas to cache other, (3) the relationship of the areas or whale involvenent to lAn interesting variation on this method, which might be viewed as an increasing rates method (applied to items, not people), is utilized in their scale construction related to their concept of the coefficient of reproducibility. Samuel Stouffer, gt al., Measurement and Predict- 322. (Princeton, 1950)- -3h- references by which achievement is judged.1 The selection of the significant areas (for the study of stress) of actor relationship to the station is impossible to determine completely 2’ riori, if you wish to select areas that will be significantly related to stress. The significant areas will vary from case to case, but it is hoped that there is some core of areas commonly held significant. The study of male high school teachers was undertaken with certain ideas in ndnd concerning likely areas. A schedule was constructed which.was spec- ifically directed toward those areas which were anticipated as being ones where a high degree of self-involvement was likely to occur. This is a necessary factor before there is a possibility of stress (as it is con- ceived here). If these areas are to be of relevance to more than the analysis of the station at hand, they will have to be conceptualized in a manner applicable to a wide variety of occupational stations. If we bear this in mind, we look for those areas in occupations which are of two main kinds: (1) areas related to what actors generally wish to achieve in an occupational situation, (2) areas which are likely to be present and un- avoidable for the actor due to the nature of most work situations. These two kinds of areas are likely to be ones of: (1) significant self-involve- ment, and (2) of general relevance to occupational analysis. *— 1There is some relation between this approach which is not 1°31: nor the case method, and the method in Mirra Komarovsky s, Hasmployed.nan and His Family, (New York, 19b0). statist- The -35- The criteria for an area are, then: (1) It must be a relatively internally integrated, separable part of the relationship of the actor to the station where there is likely to be significant self-involvement. (2) Ideally the area would be broken down into several uni- dimensional aspects. These dimensions could then be measured by something approaching a scalogram. In this study the areas have been broken down in the direction of uni-dimensionality. (3) An area is something judged by the actor in terms of his own reference. If one were to undertake the explanation of stress in any area some indication of this reference would be necessary. One further point is that, in setting up the responses as indices for the various areas of the actor-station relationship, we will utilize, at times, certain of the following aspects of the "ideal type" method!1 The indices will be selected on the basis of‘a priori notions or logical grounds. This does not mean that no thought is given to empirical mater- ials in their construction, but rather that they are not constructed so as to encompass and explain all empirical findings. They are patterns or models which accentuate certain characteristics and against which one comp pares and contrasts empirical materials. It is often a presentation of extremes, but this does not mean that it should not be based upon the dynamic factors operating in the empirical realm, This kind of construc- tion will hold true here for the areas as well as the categories within the areas. They will often be merely rough ideal types which the cases will fall into with varying degrees of success. 1See: John C. McKinney, "The Role of Constructive Typology in Scientific Sociological Analysis“ Social Forces, v.28, pp.235-2h0. -36- Following the above ideas, we are led to the first area. host act- ors wish to achieve an economic return for their occupational station performance. A second more or less unavoidable area in a formal social structure is that pertaining to the usual necessary authority relation- ships involved in occupations. The actor's occupation has generally great relevance to his social status (meaning here, social esteem, prestige, or respect), and this again offers an area of likely self- involvement where we can.relate the actor's reference to the actor-per- ceived situation. Closely connected to the prestige factor is the soc- ial mobility area of the actor-station relationship. An extremely important area in this case is one which might be called the professional. This would not be applicable to all occupa- tional stations, but to a wide variety, at least.1 The area is prob— ably better treated as several sub-areas which would have a greater de- gree of uni-dimensionality. These might be such.areas as: self versus service, achievement in the field, ideal versus status quo, recognition reference. Areas more particularly related to the profession of teach- ing are: relationships of the teacher to the student in terms of what service he renders, personality development, conformity and adjustment, subject matter, or service to the cormunity and the type of organization of the profession. lEverett Hughes has indicated in his studies a fairly wide use of various forms of this profession concept in occupational analysis. Everett C. Hughes,"Mistakes at Work", The Canadian Journal of Econ- omics and Political Science, v. XVII (1951) PP"§§0'27- -37.. For each of the areas of anticipated involvement, an attempt will be made to determine: (1) whether any involvement is present (2) degree of involvement, etc. (3) the way in which this area is related to other aSpects of the Station. In order to avoid confusion, some comment needs to be made concern- ing the difference between methods and methodological theory, as these concepts are used here. Particular methods are seen as an implementa- tion of methodological theory. The contribution of this study is not empected to.be one which.will offer particular instruments and highly reliable and precise tools for analysis of very clearly defined factors. The interest is in the approach to the whole concept of stress through a general method of involvement analysis. (Does involvement analysis lend itself to the study of stress in occupations? If so, what are some of the general areas that might profitably be separated out for study? How might one deal with them?) The study revealed that the involvement approach could be used. The implication of this, in terms of method, was that methods to distinguish different degrees of involve- nent must be developed. Thus, this data was analyzed with an eye not to the separation of actors into qualitatively different categories, but rather with an eye to quantitative distribution of actors within a given area of involvenent. This proved to be effective, and in a later study Guttman Scales were developed. These scales are most -38- appropriate as they offer a true ranking of cases upon a uni—dimensional continuumu Not only that, they offer an "internal validity" check. The results from.a series of these, which were given to teachers, are analyzed in a later chapter. In the classification of data there are two problems which one faces. One is the problem of placing a given datum in a given class. The second is to relate the class to a concept. Both problems must be dealt with in this study. If one wished to compare one actor with another one has the problem of putting the reSponses into classes for each question. This problem is not avoided by using the pre-coded question. while this looks neat, one still does not know if an individual who selects a given response inter- prets the response in the same way as others selecting it. The pre- coded and the open-ended question have a similar problem. Responses to broadly worded questions were used not merely'to determine the distri- bution of peoples'replies to that question alone, but each response was carefully examined to see if it revealed something about the informants' orientation to the four areas of involvement. In this study the responses of all actors to all questions were put on separate cards, one response to a card (between 2000 to 3000 cards). Then the cards for each question were analyzed (without regard to case number which might have a biasing effect). The responses were placed irlpiles, one pile for each.class of reaponse. In general, four or five -39- classes appeared to be enough to provide a class for each actor's response which would be fairly homogeneous. The placing of responses in classes always involves judgements. These judgements should be made by one with a wide knowledge of the sub- ject and trained in objective analysis. In many cases the division is extremely clear; in others it involves some sensitivity. The judgement, in this case, cannot be made by someone without considerable knowledge of the theory and the subject matter, the complete basis for a judge- ment probably be fully described. The use of a panel of judges (if sufficiently trained and willing ones could be found) would not make the process more describable. The Guttman scale and external validity tests can help test ones classification, but classification still re- nmins one of the most difficult problems in sociology. After the initial classification had been accomplished as object- ively as possible there was still the problem.of relating these classes to concepts used in the study, which classes indicated Bertrational involvement or which indicated status involvement. In order not to get involved in too complex judgements it was de- cided not to try to judge degree of involvement expressed in any given response. Yet one of the aims of the study was to rank actors in.terms of degree of involvement. Thus, a method (in almost all cases) as rele- vant or not relevant to some particular concept. The rating of an actor in regard to a given concept was thus the product of a series of responses. ' ." ) -b0- It was not generally based on one response which might be subject to errors in judgement'both as to intensity and relevance to a concept. Thus, the most difficult problem.of intensity was avoided as much as possible (not without other lesser dangers, however). The remaining problem of relation between a class of reSponses and a concept still involved judgements, judgements which cannot be completely objectified. For each concept there must be certain gen- - eral criteria used as indices in discriminating among the responses. For the selection of responses relevant to economic involvement the criteria were concerned with whether the reSponses indicated in- terest or concern with the money paid in return for station perform- ance. This area could be broken down into two parts. The economic gain aspect could be distinguished roughly by interest in increased econ- omic return, improved standard of living, and relatively unlimited economic desires. The security aspect could not be dealt with in a fully satisfactory way as it was sometimes difficult to distinguish it from some gain responses, and security contains more than one dimen- sion. It was revealed in.the analysisof responses in this study, and. more clearly'discerned at the Study of Social Strengths in Rental Health, that there are at least three dimensions. Security involves responses concerned with a sufficient amount of income, with regularity of income, and permanence of income. Status was used in this study to refer to the involvement with respect of others or social esteem. Responses concerned with how others evaluate their work, and the station were relevant. 441.. In studying the authority area several measures were developed for such things as restriction and internal authority. The restriction res- ponses were selected on the basis of indication of feeling of restraint or inhibition in their behavior which the actors mention as arising due to the occupancy of the station. Internal authority responses were se- lected with an eye to expressed feelings of a desire to perform actions in connection with the station voluntarily and without regard to the ex- ternal authority or reward. These actions were ones perceived by the ac- tor as duties falling upon him as an incumbent of the station. Bertrational responses were judged by indication of a primary goal, associated with.being a teacher, whose realization took precedence over other possible goals without too much regard to the cost. The main choice for actors high in this is between means rather than goals. Heeponses were considered ”ideal" relevant when actors expressed interest and concern over the realization of ideals in connection with teachers, over the discrepancy between what they wished to achieve professionally by teaching and reality. It was an indication of involvement with cer- tain of the aspirations of the profession. The contrast was with those accepting the situation, the gtgtug'gug, and not actively concerned with things not yet realized. In this chapter some of the methods and assumptions used in the analysis of the data have been developed. This has led to a considera~ tion of areas of involvement, methods of ranking, and problems involved in classification. -Lz- .-V THE £00110ch AREA OF INVOLVEP‘ENT Let us turn to that area of the actor-station relationship which we may call economic.) This area is concerned with the actor's involve- ments with (l) the degree of the economic reward and (2) the economic security. The supposition is that this area is a significant one in terms of self-involvement and that varying references are used in judging it. One method utilized in the analysis of the cases is based upon the projective character of the responses. As the reapondents have consider- able freedom.in their number of responses relevant to a particular area it provided some basis for a comparison of cases in terms of the degree of involvement. This is similar to what might be done in content analysis, where such a count would reveal the themes that are being stressed. The following series of questions will be treated in this manner and devel- oped into a table (Table I) ranking the cases:1 Tb question 7b, which asks, "Do teachers get paid enough money?”, a negative response is givSn in many cases (1, 2, 3, h, S, 6, 7, 9, 10, 12, 13, 18, 20). When asked, 'On what things do teachers stick together?" (question 57), salary was almost the only thim mentioned (c. l, 2, 3, 5, 6, 7, 9, 12, 13, 15, 17, 19). Question 127 (“What are the things you would like to get out of life?") brought forth many responses in terms of security (5, 7, 8, 10, 13, lb, 15, 17, 20), or, a comfortable standard of living. Tb question 10h ("In what ways does being a teacher 1Refer to appendix where schedule may be seen. 2Numbers refer to infbrmants in order of interview. .143- interfere with getting what you want out of life”), there are many re- sponses in terms of the financial or economic aspects (c. S, 6, 9, 10, 12, 13, 18, 20). In question 123 ("What do you do during summer vaca- tions?") a good maxv saylthey work, for economic reasons, (c. h, 7, 9, 10, 11, 13, 15, 18, 20). Question 75, which asks if teachers have enough security, elicited the answer of "Not enough tenure," in many cases (3, 7, 9, 16, 17, 18, 19, 20). . In question 13 ("What would cause you to give up teaching?") one finds that six actors would leave teaching when they felt that the econ- onio situation warranted it (c. 2, 5, 9, 12, 18, and 20). Question 214 (.‘In what ways has the recent demand for teachers affected their posit- ion and standing with the school system and the community”) gave us half-a-dozen cases who responded in terms of economic increases (c. 3, 5’ 8, 9, 10, 18). In question 8 (“Wet did you wish to achieve in your career and life in college?") one quarter of the responses mention money or secur- ity as being of special importance (c. 9, 13, 15, 18, 19). Hhen asked: "what do you think other people think when you first tell them you are a teacher?" (q. 23) one quarter (c. 2, h, 8, 10, 18) think they are re- garded as "economic fools". In question 30, concerning jobs held be- sides that of teaching, we find that several held jobs during the school year for economic reasons (c. 2, 6, 8, 9, 13). To question 103 ("What things do you lack in your present position”), financial reward is a response mentioned (c. 12, 20) and security (c. 7, 9). In question 110 ("Would you like to become a school administrator, and mm"), we find that several cases mention money as one of the main reasons (c. h, 9, lg 18). Question 83, which asks if teachers should have stronger organiza- tions, gave us several cases who said, "Yes -- increased security.‘I (c. 17, 18, 20). Question 12 ("Did you have any desire to give up teaching the first year”) indicates that some cases (c. 13, 15) were only kept from leaving teaching by lack of an economic alternative. Question 76 (What really ought to be changed in the life or work of teachers”) drew a security response in two cases (3, 18). In question 131, ("that kinda of things related to your position make you angry”), economic ' factors appear in some cases (18, 19). In question 11: ("Have you ever regretted taking up teaching”) we find .(9) one case who specifies sal- cry in his "yes“ answer. To question 19, one case (2) considers the field of teaching as not fully professional due to economic factors. When asked concerning the most difficult situations they have faced as a teacher (q. 91), one case responds in terms of economic factors (c‘.6). In the accomparwing table (Table I), we have graphically presented the above material. Several things become apparent as one looks at the table. First, that the crude total of economically oriented responses lThroughout the study, the letter 2. refers to case; 3. refers to question. H H H m llm m m\ a a m. m m m\‘ w n OH 0 NH {NH MH «mHmpoe H N 0H H x 4H H a S. 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(This is not meant to imply that they are or are not actually seemed by others.) A source of stress, then, has been located which has the possibility of being com- mon among teachers. By identifying yourself with a group which does not live up to your aspirations for it, the self-esteem may be lowered; and this may be perceived by the actor as due to lower social esteem. The actor's status reference may lie in the professional area, and, in such a case, he will perceive status as depending upon improvements in the professional aspects of the station. A contrasting type is seen in case 10, who says he has “increased his status on the golf oourse.‘I Here the actor does not perceive his status as being tied in directly with the professional aspects of the station. In summary of the above, we have pointed out three main types of involvement in the status area: (8.) those who feel they receive full pro- fessional status and perceive status as being an almost automatic conse- quence of service and ethical behavior, (b) those who feel they are low in status and that this is due to a. non-professional orientation (from these actors' viewpoints) on the part of other teachers, (c) those who view status as a relatively individual thing, not particularly connected with the station and its professional aSpects. If one is to distinguish between the cases on this kind of basis, two cases (3 and 13) appear to be fairly strongly professionally orient- ed in regard to status (Station Status). Seven other cases (7, 9, ll, -71.. 1h, 16, 18, 20) have a professional orientation in regard to status which involves primarily individual behavior (Ethical Status). Tue cases (10, 17) appear to view status as not particularly connected with the professional aSpect of the station (Individual Status). This distinction will be related later to those made in other sections. Several more direct questions might well have been asked. There would also be some advantage in using more structured questions with re- sponse categories based upon the knowledge gained through this schedule. The accompanying disndvantage is that the respondent my have his think- ing directed by the categories provided. then using unstructured quest- ions we must utilize appropriate responses wherever they appear. Thus am' one question may provide us with responses appropriate to several areas of involvement. This method depends on the actor's bringing out what is significant to him in the course of the interview through the influence of a wide variety of stimuli. This is the same method which was used with fairly good results in the analysis of the economic area. Any further development of these indices of involvement into scales should probably proceed by directing the responses more specifically. However, any change should not be made toward a relative ranking method such as is used in the Allport-Vernon technique of studying values. This is because the reapondent is forced to make choices between the various areas. The total score does not show the difficulty the indiv- idual had in selecting the alternatives. It tends to portray,as resolved, -72- conflicts that may still be going on. It is mutually contradictory desires, as well as the discrepancy between desire and achievement, that can cause stress. An additional point is, lack of involvement in some areas tends to increase totals in other areas, as one drops another goes up. There has been a great deal written on this subject of teachers' status from a wide variety of viewpoints. A typical statement was quoted in the New York Times in one of the articles in a series on teachers: “Teacl’Iers are afraid of what staying with the system long enough will do to them. They wonder if they are really being fair to themselves by staying if school. You don't get excited in your job any more ... Another quotation from the same series: "Almost all states show that teaching is an unwanted profession. whereas a generation ago it was considered a mark of high respectability and sore prestige to be assigned as a teacher. deay, the teacher's post is scorned”.2 {Greenhoo in commenting on the teachers relationship to the com- munity said: "It is no exaggeration to say that 50% of teachers fail- urea find their direct cause in social naladjustment to the community". One would predict that this is in large part a reflection of status troubles. There are conflicts between what teachers expect and what 1 MYork Times. Feb. 10, 19147, p. so. a.[bid., p. 20. BLT-03rd A. wok, Ronald B. Almack and Florence Greenhoe, "Teacher and commity Relations”, American Sociological Revigg, v. 3, Po 171. -73- they receive. Alilunaa states that the indeterminate, and therefore conflictful, status position of the teacher very well: "The status of the teacher in the community is different from that of the ordinary individual. Just what it is has not been determined."1 Coo? points out that teachers are expected to belong and do belong to a wide variety of organizations, religious, professional, relief, welfare, leisure, and civic. However, profession- and religious mem» bership stand out. It was found that 80% belonged to, or were regarded as renbers of a religious group, and it was only here that they held much office. There is tendency_to perform.the service role without much power or recognition. Palmantier, in dealing with the conditions detrimental to the men- tal health of teachers, makes the point that, "the teacher is in the 3 community, but not of the comrunity". e status of the teacher is illustrated by Lrinkman who says: "Teachers, however, are restiicted on the one hand by the com1:unity tabus and by limited income on the other". 1Leo Alilunas, "heeded Research in the Teaching of’Mental Hygiene", Journal of Ed. Research v. 38, p. 663. glloyd Cook, "Community Chntacts of 9122 Teachers", Social Forces, v. 19, p. 68. JP. C. Palmantier, "Why Teachers Go Crazy", Journal of Education, vol. 130, p. 290. W.... -~"— 1411. R. Brinkman, "Why I May Not Return to Teaching", Dig est, v. n, p. h7. Educational -7h- .Probably one of the stressful factors in the station of teacher is the social inconspicuousness of the teachers. This was not analyzed in the present study but it was strongly indicated in several of the interviews. Dreyfuss points up this factor, saying: "A position which enables the employee to shine in the outside world is the most desirable of all“.1 The teacher performs for an audience which cannot give him social esteem in the world at large. The same thing is illust- rated in college teaching where very often classroom teaching is ignored, for the same reasons as above, and research is most important for it will bring esteem from colleagues and society. The pnoblem of analyzing the stressful aspects of the teachers' status position has only been touched on in this chapter. It has been revealed that there is a good deal of confusion about what they feel their status This is related to at least three factors: a confusion position to be. on the part of society in how it regards teachers; the original status position, or aspirations, of the actor; the manner of viewing status, as individual, or in terms of an identification with the station. lCarl Dreyfuss, Occupation and Ideology 2f the Salaried Employee “...... (New York, 1938), p- 7- :75. VII AUTHORITY AS AN AREA OF INVOLVEMENT In this chapter, two kinds of analysis are developed: one theoret- ical, one more empirical. First, the more general theoretical frame- work of authority is worked out. It is not a complete or fully devel- oped scheme, but rather, a highlighting of certain aspects of actor in- volvement with the station. The interest is in the social basis under- lying the actor's action as a station occupant. This is seen as involv- ing various systems of legitimate order,l following the ideas worked out by Heber.2 These systems are both different in type (type depending up- on the basis for the actor's acceptance of the order as legitimate) and content. (The type in Usher's scheme does not depend on the particular content of the order, but rather 1:31 the order is accepted.) These sev- eral systems can involve the actor in dilemmas and contradictions in his involvement. The implications of this approach are illustrated by ref- erence to the empiric data. Various indices of authority involvement are used, such as source of recognition, punishment and reward and the nature of responsibility. The second part of this section deals with a more systematic devel- opment of the data from the viewpoint of the theory, in an attempt to 1Legitimate order can be used to refer to a system of order or to a single order. 19147) Qiax ibber, Theog pf Social ind Economic Organization. (New York, -76.- isolate the relationship existing in individual cases among the differ- ent indices . A As indicated a hove, the study of the authority area requires cer- tain relevant conceptualization. One cannot proceed to talk about auth— ority and concepts related to it until one sees what problems lie in this area for teachers: with what aspects of authority they are involved. It may be expected that the important involvements will appear if relatively unstructured questions are given, which allow the actors to respond in terms of their self-involvement with the station. The schedule was de- signed to provide such an opportunity. . Before the relevant material can be extracted from the schedule, however, some minimum notion of what authority will mean here is needed, in order to make the distinctions between what is or is not important. The actor feels that he must or should perform certain actions re- lated to his holding a given station. This is a type of phenomenon which is covered in the concept of legtimacy. "Action, especially social act- ion which involves social relationships, may be oriented by the actor to I M in the existence of a 'legitimate order."'1 "So far as it is de- rived meme from fear or from motives of expediency, a willingness to submit to an order imposed by one man or a small group, always in some sense implies a belief in the legitimate authority of the source imposing it“.2 “An order will only be called 'valid' if the orientations to such ___. 114a: Haber, 1119031 9!. Social 313 Economic Organization, (New Torin, 19147) P0 121‘. 2mm” p. 132. —_.k \ -77- maxilla includes, no matter to what extent, the recognition that they are binding on the actor or the corresponding action constitutes a desirable model for him to imitate."1 The concept of legitimacy as applied to the station means that the actor regards certain actions (overt or covert) as morally binding upon him. He |'should" act in certain ways. There is the possibility that the actor may know what others feel he "should" do, and do this, yet not feel morally that he should, but only that it is expedient. Weber has treated this in his analysis of the reasons for supporting a legitimate order,2 which are of a different character from the reasons for ascrib- ing legitimacy to an order. We of the ways in which "legitimacy may be ascribed to an order by those acting subject to it (are) ... (a) By trad- ition; a belief in the legitimacy of what has always existed; ... (c) by virtue of a rational belief in its absolute value, thus lending it the validity of an absolute and final. comndtment; (d) because it has been established in a manner which is recognized to be legal."3 It is possible that the actor may relate his behavior in the station to more than one of these legitimate orders simultaneously. 1 Ibid., p . 121;. 2 Ibid., 1:). 126-27. 3Ibid., p. 130. The charismatic type of legitimation has been orifitted here as it will not be used in the analysis. thid., p. 125. The concepts above contain several implications for the study of the station of teacher. First, the actor may be orienting his behavior to any or all three types (a, c, d) of legitimate order listed above. The locus of the station in the community involves traditional order (type “a”). The teacher-training institution tends to validate legit- imate order of the type 2, a belief in certain absolute values such as the ”moral obligations" of teachers to students, community or society. The station is found in a typical rational-legal structure, the bureau- cracy, and involves a legally established order. The data seem to re- veal what may be interpreted as a tendency for actors to orient them- selves to some one of the three systems of order which may lead them to opposition to the other orders.1 Probably the clearest distinction lies between those more oriented . to an absolute value conmitment of type 2, which we can call an orient- ation to the professional order and, on the other hand, an orientation to the legal order of the bureaucracy (type "d"). The professional involvement (this involvement includes a large number of aspects which will be dealt with in a separate chapter) is stimulated and structured in large part by teacher-training institutions. There ideal models of behavior are set up for the teacher's future rela- tionship to the station. He is imbued with the idea that‘these form a legitimate order which should claim his allegiance in principle even if he is forced to behave differently when he is actually occupying the The professional involvement may be related to traditional or legally based orders, but generally involves an "absolute value” (type c) aspect. It -79- station. He should struggle to realize and validate this order and con- formity to conflicting orders should, at most, be due to expediency. This would be the ”ideal type“ case, of course. (Lillie professional legitimate order is not necessarily, and, in fact, generally isn't, upheld either by the traditional order or by the legal order (as they are mediated by various social systems). It often lies in opposition to the other types of order, by attempting to overcome u'a- ditional aspects (through the behavior of those committed to the profess- ional order) or by attempting to change or oppose the legal order. The professionally involved actor frequently goes into a station in a social system where the legitimate order to which he is committed is not backed up by this system. He faces strongly backed traditional and legal orders which impel him, at least in terms of expediency, to orient his behavior to these orders. In time he may come to accept these orders as legiti- l mate. This kind of process my very well be the basis for the complaints of educators in colleges who send out a new crop of teachers each year who "drop out of sight" (appear to have little effect upon) in the schools. The teacher comes into the school with his concept of what "should be": a concept of a legitimate order. The school system is going along in its traditional or legal way. The new teacher experiments and finds blocks 11 study of several thousand teachers revealed a difference between the perspective of new teachers and those who had been in the system for /' some time. Cook, Lloyd, "Oomunity Contacts of 9, 122 Teachers", Social Forces, v. III, p. 63. -80- in the wa' of realizing his expectations. They tend not to work out in a system operating on other principles. The actor then revises his orientation to what appears to be more reality-based principles. Or, he can take the other course of maintaining his original concept of what is legitimate, in which case he will see, as one of the "serious hazards or pitfalls which people in that position try to avoid" (q. 102), the danger of ”falling into a rut" (c. 3, 5, 11, 11;), which means accepting the situation as it is.) This same type of struggle is perhaps expressed in the answer to: uiulhat seem to be the conflicting interests in a school which keep people from working together?" (q. 70). One conflict seems to center around "new" teachers versus “old” teachers or "professional" versus "non-professional" teachers (c. 5, 12, 13, 1h, 18). A good deal of hostility seems to be directed by professionally involved teachers against other teachers when they fail to orient their behavior in accord with the professional legitimate order. These actors are seen as violat- ing the basic values that the professionally involved actor feels all persons in the station should manifest. These professional actors, when thinking of ways of realizing what they hold to be legitimate, think pri- marily in terms of capturing other actors, that is, increasing the‘ number of actors rho accept what they hold to be legitimate, and thereby in- creasing the I'validity" of the order. They might be likely, in response to the question: "How can the improvement of the position of the teacher best be achieved?“ (q. 78), answer, "Better training and selection of teachers" (c. S, 8, 9, 12, 13). Or again, in question 76 ("What things really ought to be changed in the life or work of teachers”), there is a -81- response, More professional opportunities and people." (c. 5, 6, 7, 8, ll, 13, 16, 19). Another illustration of the professionally involved response is found in the answer to the question.("Has there'been a diff- erence between what other teachers expected you to do and what the adv ministration expected of you?" q. 67). An example from one group of responses (c. S, 12, 19) is:‘ "No, teachers are sheep for the administrap tion.“ Another example from a less pessimistic group (c. h, 9) is: "Yes, teachers expect more of each other." Because they are often relatively alone or without structural support fbr their concept of legitimate order, the professional who maintains his belief is interested not only in converting other actors, but also in stronger professional organizations, whose purpose would be to support their concept of order. When asked: “Should teachers have stronger organizations?" (q. 83), the answer was generally "Yes" (1, 3, h, 7, 8, 9, 10, 12,1h, 15, 19). When asked, "How do you feel about teacher's unions?"I (q. 85), two responded, "Yes, if professionally oriented" (c. 9, 13). in this question we begin to run into a different type of legiti- mate order, in that some actors feel that the union represents a legal- rational approach of the actor to the station; and that it is based upon self-benefit more than service, this latter factor being a basic value in the professional involvement.1 (This factor is developed in the chapter on the professional area.) The professional involvement "ideally” involves a Hertrational. .Max 2 WEber's usage of the concept is somewhat confusing, but the idea is —__ —— 1 Professional involvement is inter-related with Authority'invclvement. 2 Ibid., p. 115. -82- centered in the fact that "The sole important consideration to the actor becomes the realization of the value ... there is no question either of this end against others, nor is 'counting the cost' in the sense of taking account of possible results other than the attainment of the absolute end. In the case of Zweckrational, on the other hand, Weber conceives action as motivated by a plurality of relatively independent ends, none of which is absolute.1 The Eertrational type of orientation is indicat- ed in responses to questions such as: “Do you consider teaching as you would any m?” (q. 16). There were such responses as, "No. It is cre- ative; it involves helping people; it is a twenty-four hours a dw de- mand." (c. l, h, 7, 10, ll, 12, 1h, 16). Another response is: "No, it is much more - professional, Mamie - a twenty-four hours a day demand and a challenge." (c. 3, 6, 9, 10). These responses indicate the unlim- ited nature of the commitment. The Zveckrational type of orientation is "ideally'I what we would ex- pect from the actor involved with the legal-rational order which implies far more limited comndtments and the weighing of ends one against the other. An example of this might be the actor who takes on a extra job for the purpose of making more money at the expense of fulfilling com- mitments of a professional nature. Hhat, then, is the source to which the professionally involved 3.th or might look for authority? This concept of legitimate order does not commonly find expression in the social system in which he finds himself. lIbide, p0 1150 ~83- Hho enforces the order? To whom does he consider himself responsible? This question was put to the teachers: "As a teacher, to whom do you con- sider yourself responsible?" (q. 39). The responses were: (a) "Myself" (c. l, 2, h, 5); (b) students mentioned first, parents second (c. 8, 10, 11, 11;); (c) students mentioned first, administration second (c. 3, 6, 9, 12); ((1) community mentioned first, administration second (c. 7, 17, 18); (6) "Administration" (15, 16, 19, 20). These responses are arranged in an order which, more or less, moves away from self-responsibility. The idea of self-responsibility seems to be a primary aspect of the profess- ional involvement. There is often no strong social system re-enforcing the professional order to which the actor canibel responsible. In a more clearly cut case of legal-rational bureaucracy, there muld be less of a conflict of systems of legitimate order between which the actors had to choose. In such a bureaucracy one would expect a much more definite agreement on the orientation of a response to a given order. The actor "ids ally" would feel responsible to some hierarchically superior ”office" and be responsible to it only in certain legally defined ways. Two questions were asked to try to find out to what extent the actor saw himself involved with the legal order: one of them - ”Would you say that you are subject to the authority of the school, only with respect to the impersonal and official obligations of your position?"' ((1. 1:6). The re. sult was an arrw of responses: (9.) "Yes, one's personal life is one's own." (c. 2, 1;, 7, 13, 1h); (b) "Yes, but influence extends beyond.”-(c. 3, 16); (c)"llo, but on a cooperative basis it does." (c. 10, ll, 12); (d) “No, it determines one‘s life.“ (e. 5, 6, 9, 15, 19); (e) “No, they -81... try to run your life." (c. 3, 17, 18, 20). It is difficult to determine in each case whether the actor is rejecting traditionally legitimate de- mands in favor of professional or legally limited forms or even reject- ing legal-rational demands in favor of professional. However, the group of responses as a whole is not clearly related to a simple legal-ration- al order expressed in a bureaucracy. This distinction between "office" and personal life has not been clearly demarcated. To put it somewhat metaphorically, one night say that there is a struggle going on to cap- ture the actor within a system of order. Tg‘aditionally, it new be felt that he “should" do certain things which he may or may not feel he should do. The same relationship may hold for the legal and professional orders. The lack of a clearly established and predominant legitimate order is indicated in the second question, where teachers were asked: "Are the various rights and duties of your position clearly spelled out in a for- mal, legal manner, or are they sometimes vague and determined in a per- sonal manner, so that not all teachers would be treated alike in similar circmnstances?" (q. 14?). This question was an attempt to check the for- mal control of behavior by law and rule (as the actor perceives it). The responses were: (a) sufficiently formaland legal (c. 1, 7. 8, 16); (b) individualized (c. 2, 5, 6, 7, 17, 18, 19, 20); (c) vague and per- sonal (c. 11, 12, 1h, 15); (d) vague, personal, and subjective (c. 9, 10, 13); (e) vague and personal, leading to insecurity (c. 3, 1).). Even the extreme cases in a. do not see the duties as fully formal and legal. The bulk of the responses indicate an actor-station relationship which is not spelled out very fully by a legitimate order of the legal type. -85. The responses range from what appears to be a favorable view of the sit- uation, 33, where "individualized“ is used, to the "insecurity" responses of g. The word "individualized" seems to have a positive value: typical responses are:: "It can't be a cut-and-dried procedure, we are all indiv- iduals," (c. 18) 3 "You have to be individual and personal; each case nmst be judged on its own merit-3," (c. 6). The responses in g are made by actors who regard. the situation as overly unstructured, and it is mplea- sent for them. This question, is again, one which shows the lack of un- animw, on the part of the actors and their perception of the authority area of involvement. They are agreed that it does not represent a high- 1y formal and legal type of authority, but whether this is regarded as a necessity or an advantage varies from actor to actor. The expectation is that the professional will tend to find the legs al or traditional orders inadequate. "Ideally,"1 he believes that the demands of the professional order, including their Hertrational charact- er, cannot be handled by a system of the legal type, as indicated in question M. This type of actor does not think that his relationship to the station can be incorporated under rules: it must be individualized. A further aspect of this orientation to the professional order is the notion that being a teacher is ”something we live - twenty four hours a day." It is a whole, rather than a segmental relationship. "Ideally"I 1m word "ideally" is used to imply the "ideal type," that is used Without value. This is its meaning throughout the thesis. This relation- S‘dip holds when by professional we imply a Eertrational type of relation to the station among other factors. .86- this type of actor opposes trends towards the quantification of the re- lationship either in terms of time demands or extra money demands. This will be dealt with in the chapter on the professional area. A willingness to accept the legal order as an adequate expression of the actor's relationship to the station is tied in with the concept of gweckrationg. This was indicated in q. 85 on teacher's unions. Some actors were opposed to them because it was felt that unions were seeking the imeouate personal good of the teachers, rather than the absolute values of the profession. The use of the strike appears to them a vio- lation of their duty. In looking for the locus of authority for those involved withths professional order, one finds a relatively clear pattern. Merton has pointedup in his work1 that conformity to an order is reduced as its achievement becomes more difficult. In Weber'sterms, the "validity" of a legitimate order is reduced. In the long run, if actorsare to con- tinue to accept an order as legitimate, conformity to its prescriptions must be retarded and/or deviations punished. In the case of college level teaching, conformity to the legitimate order, which may be called professional or academic, is rewarded and deviation punished, as a rule. The various disciplines are organized and there are professional organ- izations set up which cut across the disciplines. Conformity to the prevailing standards and achievement of the favored goal brings social w 1Robert K. Merton, Social Theogz 2E Socieg, structure. (GLencoe, 111., 19149): P0 1280 ' ~87- esteem to the actor from these groups. This esteem.is a reward in it- self, but it goes further than this. The actor receiving this¢3steem is recomended for more advantageous positions in the bureaucracies in whichthese disciplines function. The recommendations of these groups are often accepted by the administration and, thus, a working relations ship is established between conformity to the professional legitimate order on the one hand, and the achievement of social position, social esteem.and economic return.on the other hand. Correct performance is rewarded. This kind of relationship tends to uphold and increase the validity of an order. Of course, even in the college teaching system, acceptance of and conformity to other legitimate orders may also be re- warded. This might be the case with actors who are more highly'involva ed with a particular legitimate order existing in a.particular bureau- cracy. In the case of the professional, the actor may violate what is a legitimate order in.a given bureaucracy'if it conflicts with his con, cept of the professional order. In doing this, he may be punished by this bureaucracy, but not by the professional group. These groups tend to operate on a national level and are not restricted to one bureaucracy. There is no necessary guarantee that the various orders will be in conformity with each other. Stressful situations,can arise when the actor is caught between contradictory elements existing between the orders. {The case of the high school teacher is quite different fromrthat which is found on the college level. The relationship of the profession- al order is not as explicit. In the first place, professional organixar ~88- tions are far’less developed. (This does not mean that there are not many nominally large teacher organizations.) Several reasons can be given. (There are many others not relevant to the analysis at hand.) (1) High school teachers are less highly trained and the standards for admittance to the station.are less tightly controlled}' There is no ri- gid control of membership such as the college level has been able to maintain in graduate programs, etc.; (2) the separation into disciplines is not clear enough.to provide a basis for evaluating members and mutual interests; (3) a.major factor underlying the problem is that profession» a1 organizations (and those wishing to validate the professional order) exert relatively little control over either the job or the labor’market. Confonmity to the professional legitimate order is not rewarded. The in- dividual bureaucracies are free to select, to advance or reward, more or less at their own discretion. iMany actors perceive this as one of the ‘.main problems.idThey'mmy'feel that they are not fully professional (q. 19) because of the lack of professional attitudes and training on the part of other teachers (0. h, 9, 13, 15). Teachers were asked: "In what ways has the recent demand for teachers affected their position and standing with the school system.and the community?" (q. 2h). One type of response was that it has "brought nonpprofessionals into the field." (0. 2, 6, 7, 9, 17, 20). Teachers were also asked, "Hhat things really ought to be changed in the life and work of teachers?" (q. 76). The main response was “more professional opportunities and/orpeople'l (c. 5, 6, 8, ll, l6, 19). The question (q. 78) asking, "How can in» Provements in.the position of the teacher best be achieved?" drew re- sponses of "better’training and seledtionfl (c. S, 8, 9, 12, 13) or M —‘—. lPh.D. practically required now for college teaching. -89- "more organization" (0. 3, h, 6, 15, 15, 19). Thus, one is led to one of the unsolved and stressful dilemnas wh ch high school teachers can face. On the one hand, they may vish'to validate the professional order (All Ceres but 0. 11 wanted stronger professional organizations.) yet, when asked from whom or what group they would like to receive recognition (q. 109), the following responses were given as first choices: (a) ad- ministration (2, S, 6, 1h, 15), (b) community (3, 7, 8, 10, 16, 17, 18), (0) students (11, 12), (e) professional groupsl(h, 9, 13, 19, 20). In many cases the decision, as verbalized by the actor, involved a choice as to which type of recognition would bring rewards of various sorts, some making the distinction between economic rewards and those involving self-satisfaction.’ One can assume that actors orient their behavior to expectancies which stem from the same source from which they seek reCOg- niticn. One would anticipate that this situation would charge as profession- al organizations become stronger and conformity to the professional order is rewarded by things in addition to self-satisfaction. The actors would then look to professional organizations for recognition. Hewever, we have not reckoned with one factor. One aSpcct of the professional order is that the teacher should ”look to the community" - should integrate himself and seek reCOgnition there. He should bring the school into the closest possible relationship with the community, "serve the community," "move with the conmunity". (Some indication of F this feeling was obtained when teachers were asked,2"Is the school more 1 Subject matter professional group, see schedule. 2The particular cases involved below are not important, at this point, only the general implication is stressed. -90. a part of the commdty or of a larger educational system?" (q. 108). The responses were: (a) the oomnunity - and it should be (c. 2, 10, 20); (b) comunity (Here we failed to obtain an indication of whether they felt it should or should not be.)(c. 3, h, 5, 6, 7, 8, 9, 16, 17); (c) larger educational system and it should be part of the community (0. ll, 18) 3 (d) the larger educational system (c. 12, 13, 15, 19). A further indication was secured when teachers were asked: "Can the various teach- or problems he handled best locally?" (q. 87). The responses were: (a) no, national or state (c. 13, 15, 20); (b) no, a mixture of levels is necessary (c. 2, 12, 1h, 18, 19); (c) yes, with some minor outside in:- fluences (c. 5, 8, 9, 10); (:1) yes (c. l, 3,14, 6, 7, ll, l6, 17). Those who want stronger professional organizations at the same time believe that teachers '. problems can be handled on the local level. Additional indications are gained through the following questions: "Do new par- ents think that they know what should or shouldn't be taught their chil— dren?" (q. 111;). Response: ”Yes, and they should." (a. 6, 7, 8, 9, 13, 18). "Is the school regarded by the commity as an extension of the home?" (q. 115). Response: "No, but it should be." (c. 9, 10, 18, 20). in solving this dilemma caused by desire for greater professional orientation on the part of the teachers, while at the same time belies... ing that they should be closely related to the community and look to the community for recognition, several types of social organizations have arisen. The first type is the teachers' union. As has been previous]: stated, the union new be regarded by the professionally involved actor as a violation of the professional order, but it can be regarded by -91- some as a possibility if it is professionally oriented. The union poses several types of problems to the professionally involved teacher. To mention only a few: (1) It is generally centered on hours, wages, and cm- ditions of labor and it is not generally concerned with professional is- sues. (2) It goes beyond the local community. (3) It is a product of cap- italistic econonw, and based upon the premise of a division of interests between labor and management. \The professional does not accept this div- ision, believing more in an organization based upon a guild type of struc- ture such as the N. E. L, which includes labor and management.1 This in- troduces the whole area of stress which arises as administration assumes the role of management while teachers are not willing to accept the role of workers and expect a "democratic" relationship to exist between teach- ers and administration. The second type of organization that has arisen is the "teacher's club". This club meets the teacher's desire for remaining within the conmmnity. It is not closely associated with the division between labor and lanagement. Further, it is not so closely restricted to wages, hours and conditions of labor; although in practice, the respondents feel that it does not go much beyond these aims. They were asked: "On what things concerning the local school do teachers stick together?" (q. 57). Re... aponse: (a) nothing (c. h, 10, 16, 18); (b) 331317 (c. l: 2: 39 5: 6: 7a 9, 12, 13, 15, 17, 19); (c) petty things (c. 20); (d) educational mat- ters (8, ll). The feelings of actors is generally that teachers operate as a group toward only one goal - economic. They were also asked: “On what things should they stick together?" (q. 58). Response: (3.) philo- “...; Tendency to reject unions based on a division of interest. The A.A.U.P. does accept this distinction, which gives it power to deal with -92- sophy, methods and policy (c. 3, )4, 5, 6, 9, 18); (b) personal and pro- fessional freedom (c. 13, 15, 19). These questions indicate that the actors were experiencing a lack of organization which could be used to achieve desired goals related to the professional order. \‘The teacher's club with its community locus is not in a strong pos- ition to develop and "validate" a professional legitimate order. Devia- tions of actors from it are not necessarily punished by the bureaucracy in which it exists; in fact, they may be encouraged and rewarded. The influence of the club does not extend much beyond the commnity. The club is no position to control training and selection of teachers. The conclu- sion is that both the union and the teachers' club cannot be satisfying organizations for the development and validation of a professional order. Both can be used for the achievement of economic ends, but the teacher's club is less clearly identified with values contradictory to the profess- ional order. .‘ C Reward and punishment, which have been mentioned previously, offer an index to this area. The involvement of the actor in the area of auth- ority is, in the long run, related to the source and the kind of punish- ment and reward. Reward and punishment are closely tied in with the de- gree of validity of a legitimate order. The way in which this operates, in terms of actors, has been clearly established in various self-psych- ologies.1 The principle is that a given type of behavior is developed lone such theory is found in the book by Harry s. Sullivan, incgptions 2i ”Odem szcmatzz. (waShQ, De Co, 19147). -93- and strengthened by reward, and is weakened or disappears under punish. ment or the lack or reward. A legitimate order would be expected to in- crease its “validity" - that is, secure the allegiance of more actors or of more of a given actor's behavior - when actors find conforming behav- ior'is rewarded and/or deviating behavior’is punished. In the schedule, a series of three questions can.be used to give us an indication of what occurs in the station of teacher. They were asked first: "If you heard it said that some one was a successful teacher, what would that imply to you?“ (q. 88). Many of the responses centered around the professional obligation to the client. In addition they were asked, ”Are good teachers rewarded?" (q. 105). This meant “Are teachers of the kind you regard as successful rewarded?" (q. 88). The reaponses indic- ate the source of reward as well as the presence or absence of it: (a) no (c. 12, 13, 15); (b) not enough (c. h, 17); (c) no - only self-sat- isfaction (c. 2); (d) I think so (c. 3); (e) yes, self-satisfaction, and often financially (c. it, 19); (f) yes, self-satisfaction (co 5. 6. 3. 9, 10, ll, 16, 18, 20); (3) yes, esteem of fellows and up-grading (c. 7). The responses indicate at least two things: (a) most of the respondents perceived no other reward than self-satisfaction for the good teacher; (b) that some actors consider self-satisfaction as a real reward and other don't. These responses should have some relevance to the actor's involvement with various legitimate orders. A professionally oriented actor is responsible to himself or to those not in any organized author- ity relationship to him. Therefore, he cannot really expect any reward except self-satisfaction. -9h- An actor (c. 2, )4, 12, 13, 15, 17) could answer that he receives no reward (q. 105), for at least two reasons: first, he does not conceive of self-satisfaction as a reward because he has no strong sense of self- responsibility to a professional order; second, he may be divided in his feeling of responsibility and the lack of reward from the surrounding soo- ial systems for conformity to what they consider legitimate may be felt more strongly than the feeling of self-satisfaction they experience and take for granted. A negative answer here seems to indicate at least an acceptance of a legitimate order other than the professional, or a mixed belief in the legitimacy of two or more types of orders. One should ex- pect to be rewarded by the social structure which is backing the legit- imate order toward which one's behavior is oriented. The teachers in this study seem to be somewhat confused on this point. Their concept of a good or successful teacher appears to stem from another legitimate or- der than that backed by the school system to which they belong; and there- fore, behavior conforming to their concept is not rewarded by the system. Thus, their concept of the successful teacher would appear to stem from the professional type of order, which lacks any strong organization able to reward conformity. The actor who seeks to conform to this order will be primarily rewarded through self-satisfaction. There is no intent to imply here that self-satisfaction is considered a reward by these actors only in the absence of other rewards. It is undoubtedly an enduring part of the professional order, in fact, it seems closely related to the legit- inmate orders of the absolute commitment type, which involve/wertrational. ‘95- This kind of feeling may be the basis for the ability of these actors to struggle to achieve ideals in the face of opposing social systems. If we ask the actors in this stuchr, "Are good doctors rewarded”, I think we might anticipate a response which included something more than self-sat- isfaction. Another question that provides some test of the ideas developed a- bove is the reverse of the previous question (q. 105). It is: “Are poor teachers punished?” (q. 106). Ecsponse: (a) no (c. 2, 3, S, 6, 7, 8, 9, 10, 12, 13, 15, 17', 18); (b) sometimes (c. h, 11, 19); (c) yes, by stud- ants (c. 11;, 16); (d) yes, released (0. 20). This question means "Are teachers who fail to live up to your idea of a good or successful teach- er punished?” (q. 88). In some cases the respondents tried to reverse their answers to q. 105. Where they answer self-satisfaction there, they tried to use dissatisfaction here. They saw that this would not work, as the dissatisfaction would apply to essentially “good" teachers who felt they were not doing as well as they might. This left punish- ment primarily up to the legal administrative system of the school, or to the students. Most cases, however, felt that poor teachers were not punished at all. This indicates that they felt their ideas extending from the professional order were not enforced in the school. In two cases, a way around was found in the belief that poor teachers would have greater difficulty with the students. The evidence seems to favor the idea that the organizations backing the legal or traditional orders are not regarded by these actors as being particularly concerned with the professional order. At least conformity to this order tends not to -96.. be rewarded, nor deviation punished. We can also look for the factors which the actors perceive as being relevant to the traditional or legal orders, and which are backed by pun- ishment and reward. TBachers were asked: "What sort of things get a tea- cher reprimanded, transferred, or fired?u (q. 1.6). This question should reveal what is regarded as important by organizations in a position to punish. The responses were: (a) not obeying school regulations and neg- lect (c. 2, 7, 12, 15, 16); (b) immoral conduct (c. 8, 10, 17; second choice c. l, h, 5, 6, 9, 12, 18); (c) poor teaching and incompetence (c. 9, 1h, 18); (d) discipline (c. l, h, 5, 6; second choice, 7,13, 114, 15, 17, 20); (e) drinking (c. 13, 19, 20): (1’) moving ahead of the community or administration (c. 11); (g) becoming more popular than the administ- raters (c. 3). The listing above implies that some different views are believedly teachers to be held of what is a good or successful teacher by those in a position to reprimand or fire from those held by the tea- chers themselves. Their imagegif professionally oriented, of a good or successful teacher is neither punishednor rewarded while it is other, quite different, factors which receive the attention of the system. In fact, conformity to the professional order may be punished as is indi- cated by one actor (q. 149, c. 3) who says: "It is dangerous to go beyond routine duties." The conclusion is that there are several more or less explicit views as to what a teacher is, and they are rewarded and punished in marine de- Erees. These views stem from different legitimate orders and the actors may or my not accept any one of them as legitimate. The actors may be a97- faced with the dilemna here, in that aspects of the relationship of their involvement with the station which they regard as legitimate and import- ant (e. g., being a good teacher) are not recognized by the system which controls the rewards and punishments. They may recognize this fact by directing their feeling of responsibility to themselves or to their stu—' dents (q. 39), but then they turn around and wish recognition from these systems (q. 105, 106, 107, 109). This whole problem is certainly not clear in the minds of many of them. Some of the more acute actors mentioned that they were contradict—- ing themselves. In many cases, there was a feeling that doing what one thought was right was not rewarded and might even be punished. (c. 12, q. 106: “Are poor teachers punished?" "More apt to be rewarded, Keep your mouth shut, teach the same way for twenty years, and you get to be principal.") The actors seemed not to be clear about the problem itself, and confused as to what to do about it. [it is possible that the professional order may be accepted as legit- imate and binding by a whole school system and these systems my utilize their authority to‘back the professional order with punishment and reward. This can serve to: increase the validity of the professional order, and re- duce the stressful conflict that professionally involved actors can face in other systems. There were two cases (c. 8, 11) who were in a situation approaching this. However, it is difficult for a situation of this char- actor to obtain. The small school system tends to be captured by a trad- itional order, and the large school system by a rational-legal order in- volving bureaucracy and formalism. Both cases offer elements of conflict -9a— to the professional order. D In attempting to obtain some distinctions between the cases in the area of authority, two measures have been developed. One is a measure of actor-perceived restrictions and the other of the actor's perception of authority as external or internal. This division was made because of the nature of the empirical data as well as for the theoretical reasons. The questions used drew responses which can be meaningfully used in these two methods of analysis. Thus, these approaches represent an analysis of authority in somewhat the same manner as it appears as a problem to the actor. The nature of the actor involvement with the area of amthority is particularly revealed by finding out how and in what ways being in the station is restrictive to the actor, (in the sense that the actor feels his personal or professional behavior is curtailed in ways undesired by him). Actors vary in what they feel and how they regard the demands of the station. Some actors find that being a teacher leads them to feel that restrictions are placed upon their overt or covert behavior. While this sense of restriction should vary, depending upon outside circum. stances, it should also vary according to the kind or degree of involve- ment he has withthe station. A feeling of restrictedness is individual and relative .' ¥ 1 These following quantitative findings are dependent upon the Sample and apply only to the universe from which it is drawn. The general structural implications and methodological findings do not involve the same sampling problem. -99. Restrictedness which arises in holding a given station is an index to certain actor-perceived relations to authority (or legitimate order). The feeling of being restricted can arise when one is compelled (or feels one is compelled) to behave in a manner not completely acceptable to one- self. This would also include what he perceives as undesirable types of interpersonal relations with the community or larger society. Restrict- edness can be a measure of the stress involved for the actor in adjust- ing himself to what he perceives as the demands of the station upon him. Those actors high in a feeling of restrictedness are experiencing more stress in occupying the station, while those low in this feeling find it to be relatively unstressful for them. Thus, while restrictedness may be viewed as a measure of present stress, it is a product of two factors: the situation as the actor perceives it, and the reference by which he judges it. No situation, as we have stated previously, is either stressful or restrictive p93 92, and is only so when judged with reference to what the actor perceives himself as being or needing. We are not holding the restrictive character of the actor's environ- ment constant. This wuld be impossible, because what may be perceived by the actor as restrictive is almost without limits. The approach here is to see if restrictedness is an index of different views of authority and the use of different references. The responses in the schedule have been analyzed in an attempt to find those which indicate in some way a restrictive feeling associated With occupying the station. Little account was taken of the degree of -1700- restrictedness indicated in a given question. Reaponses were merely added up to obtain the total for each case. Theoretically there is some justification for this simple procedure, in that one can expect those with the lowest total scores to give generally responses indicating less restrictedness; while those with higher scores should more often give an- swers which indicate a higher degree of restrictedness. Thus, the rank- ing of the cases would be expected to be the same, whether the individual responses were weighted or not, although the total range of the distribu- tion would be increased if the responses were weighted. The questions have been arranged in rank order according to the num- ber of relevant responses that they drew. The cases have also been ar- ranged in descending order (in the table) according to the total number of responses made. It should be noted in looking at the table that the pattern of responses tends to approach a true ranking pattern. For the purposes of describing what has been done, the questions have been divided into three groups according to the number of relevant responses they receive. Group I runs from seven to fourteen, II from two to four and III from those questions which drew only one response. Group I : q. 25 "Do you think that high school teachers have the kind of freedom, say, that college professors have?" ‘ q. 14,7 "Would you say that you are subject to the author- ity of the school only with respect to the imper- sonal and official obligations of your position?" q. 81 “Should teachers have definite hours of work and be free of work in their off hours?" 1The restriction score is one measure of stress. q. 21 "Are there any ways in which you don't have as much freedom as other professionals in the com- munity?" q. 160 "Do you feel that you can really participate in the activities of the various social groups with- out carrying over your position as teacher; with- out people reacting to you as a teacher?" q. 18 "Do you look at teaching as a way of life?" q. 26 "Are you more or less of a different person at school from what you are out of school?“ q. 9 "Did you feel then (when you first graduated) that you could accomplish more teaching than you do now?" Question 25 provides its own reference and is relatively structured. It is useful not so much as a Sign of a feeling of restrictedness but as an indicator of a high level of satisfaction for those who respond, “yes". This proves to be true of at least two (c. 7 and 8) of the four cases (0. 7, 8, 17, 18) who respond in this manner. Question 1;? explores the ex- tent to which they think the authority of the school reaches beyond it. This question shows to what degree the station is regarded as an “office"1 and legally limited. Question 81 is an index for the same factor in re- gard to time limitations. Question 21 is again a structured question with a particular reference provided. Question 160 is a measure of the feel- ‘ ings of restrictedness in interpersonal relations. Question 18 drew re- 813°nses concerned with the restrictive "way of life". Question 26 is di- rected at determining whether their behavior in school is restrictive or 1 "Office'I is used in the sense in which Max khber uses it in 313 Theog 9}; Social and Economic Organization (New York., 191:7). ~102- natural to them. Question 9 drew responses related to the restriction that actors felt in attempting to achieve what theywanted. Group II: q. 2h "In what ways has the recent demand for teachers affected their position and standing with the school and eomnunity?" q. 28 "If you were given unfair treahnent by the school system, do you think amrone in the commtmity would support you?" q. ‘55 ”In what general ways would you say you have been influenced by other teachers?" q. 117 "How frank can a teacher be in his relations with parents, administrators and teachers?” q. 58 "On what things should teachers stick together?" q. 61; "When do teachers find themselves in opposition to the administration?" q. 9? "In what ways does teaching make excessive demands upon a person?" q. 6 "mat has happened to this feeling of as rit 93 cogs in the years since (you graduate q. 101; ”In what ways does being a teacher interfere with getting the things you want out of life?" In this group there are only a few questions that necessarily call for a restrictive relevant response. The responses are brought up by the actor due to some factor of a restrictive nature being perceived by them in the area of the question. Group III: q. Lb "In your position, do you ever feel it necessary to do things which you do not consider an official part of your job?" -103- q. 1:9 "Are your duties routinized?" q. 131 What kind of things related to your position make you angry?u This group of questions is the one least likely to draw reaponses re- lated to restrictedness, as each question drew only one such response. The total number of responses for this youp is only three. The results of the addition of responses for all three groups is a distribution of totals with a range from thirteen and one-half to one- half (in a very few cases half points were used for very minor responses). Thus, the cases'can be ranked, and are so ranked in descending order in Table II. that does ranking demonstrate? As it stands, it is simply a distri- bution of cases according to the number of responses which are relevant to restriction or inmly some imposition of behavior upon the actor due to his occupancy of the station. The question arises as to whatthe re- lation of these scores is to various types of legitimate order. Several combinations are possible: (a) A low rank may indicate a high degree of acceptance of the legal and traditional orders, to which conformity my he demanded. (b) A low score may also indicate a lack of involvement on the part of the actor in the area (as it has been tested). (c) a low score can also mean that the legally or traditionally oriented systems are not in a position to enforce conformity to their orders. (6.) A high score can indicate little belief in the legitimacy of an order combined with some feeling of coercion to follow it, or inability to overcome or escape its consequences. (e) a high score may also indicate not so much a lack of belief in the legitimacy of the traditional and legal order, H H H m m. m hm m s, s s s, s a m w 0H e as ham ea asses m m m N , um N :H N a m m as N N N w m N N 0 .Wm N W on m: m; 0H J N N N N a W: N m. N N m as x a x x W. m ach um um um um ..H. N m N N X .m: Wm um OH m N N N N N H W x e e e h e S N. N N X X K K K ON 5 N N N N N N N NH m N N N N N N N N N ma woa N N N N N N N N N m N wH HH N N N N N N N N N N N m WHH N N N N N N N N m N N N ma Ana N N N N N N N N N N W N N N ma ”Hesse ems es 4: 40H 0 as so mm see we mm as am e cw we oNH Hm Hm cs mmseeeeo A HHH gnome X. HH Quonw V A H gecko v “macapmoeo ZOHB .06, also theoretical and restriction the same), as well as the pre- vious correlation, indicate that a feeling of restriction mar well be related to theoretical scores and inversely related to religious scores. “l l ) These correlations hold only for the universe from which this sample come. It does offer a hypothesis concerning teachers in general. TABLE XI A TEST OF THE RELATION OF RELIGION (ALLPORT - VERNON SCORE) TO RESTRICTION Low High Religion Religion 21 - h3s uze - 57 Low Restriction 1 6 7 B 1-h% High Restriction 6 1 7 P u%-13—-‘2= ? 7 it can A x 2 = uses 1 .os>po>.025 l Yates‘ correction (see M. Hagood, Statistics for Sociolo- gists, p. 113) reduces the values (AB), €3P), Giff, GxB) each by 0050 TABLE XII A TEST OF THE RELATION OF THEORETICAL SCORES (ALLPORT - VERNON) TO RESTRICTION Low High Theoretical Theoretical Scores Scores 21 - us us - 60 Low Restriction 6 l 7 1 - as High Restriction 1 6 7 11% - 13%— 7 7 1h The distribution here is the same as in Table XI and the results are the same. 12 . uses .OS>P0>.O25 .110. One case (c. 12) accounts for half the deviations found in the two Chi- square tests. If he were given a low restriction score, he would fall in to proper categories in both these tests. A review of the case re- veals that, while he may have a strong religious value, it is not relat- ed to the acceptance of things as they are. He tends to place the pro- blem of the lack of professional advancement on the administration: ”The administration holds back the wheels of progress." He feels that teachers should attempt to lindt the demands made upon them, and is def- initely in favor of unions. Personal restriction and better opportun- ities elsewhere are causing him to leave the field. The results of the above relationships might be put as an hypothesis: higher feelings of restriction will arise in teachers who hold low relig- ious values and high theoretical values (as measured by the Allport-Ver— non test). The results indicate that further refinement and a more pre- cise method should and could be used fruitfully on a larger sample. This finding tends to bear out one of the major underlying ideas in this study, that it is not the occupation which is stressful in itself but the relation of the individual to it. This fact has not been emphasized enough in past research concerned with teachers. One other indication of the actor's involvement with authority may also be developed. This measure is an attempt to determine whether the actor feels that the authority which demands the performance of the du- ties of the station is external or internal. This distinction is relat- ed to Weber's idea of the difference between the reasons for maintaining .133, a.legitimate order in force and the basis for "attributing legitimacy to the order".1 One would expect those who attribute legitimacy to the professional order to exhibit a greater internal sense of obligation in the perform- ance of the duties of the station. Mien this is measured by the addition of a series of responses, the degree of self-involvement enters in as a factor. Table XIII presents an index to the actor's involvement with the station, as revealed in his sense of internal authority. The higher the total, the greater the expression of the feeling of internal author- ity on the part of the actor. In Table XIII, both the questions and the cases have been ranked in descending order. The table was filled in on the basis of the kind of responses given to the following questions: (q. hh) "In.your position, do you ever feel it necessary to do things which.you do not consider an official part of‘your job? Why?" Response: (a) Yes, there is an obli- gation to the student, (b) Yes, there should be a personal acceptance of responsibility. The rest of the questions are listed in rank order according to number of relevant responses theyureceived: Qo 39 "As a teacher, to whom.do you consider yourself responsible?" q. 105 "Are good teachers rewarded?" q. 78 "How can the improvement of the position of the teacher best be achieved?" q. 18 "Do you look at teaching as a 'way of life’?" :nax Weber, The Theogz of Social and Economic Organization (New York., 191.7), p. 1’27. ~ H H N N m b Mr 0 N. N m m 0H NH NH RH “Hspoe H N NH N N N mH m N N N 0N m N .N N N a N N N N OH 4 N N N N m a N N N N a 4 N N N N mH m N N N N N mH m N N N N N @H m N N N N N «H m N N N N N NH m N N N N N H o N N N N N N m N. N N N N N N N w m N N N N N N N o m N N N N N N N N HH m N N N N N N N N N m m N N N N N N N N m DH N N N N N N N N N N :H “Hence HmH 40H om as N «OH ca em He he NHH wH ma mOH em :4 “chemo ”msOHpmosd NBHmOEbd. HSEMBZH ...HO mum/flammm OB Nana 73. H HH N @493. -113- q. I12 "Do you ever find that what you feel to be your professional obligations conflict with, or can- not find expression in, the school system?“ q. 76 "What things really ought to be changed in the life and work of teachers?" q. 91 "what are the most difficult situations you have faced?" q. 2b "In what ways has the recent demand for teachers affected their position and standing with the school and community?" q. 96 "What kinds of conflict does a teacher face?" q. 102 "Almost any job has its hazards or pitfalls which people in that position try to avoid. what are the three most serious things that could happen to you in your position?" q. 2 "What sort of things do you think the teacher training program that you went throughvras aimed at?" q. 67 "Hhen has there been a difference between what other teachers expected you to do and what the administration.expected of you?" q. 80 "How do teachers increase their status and position in the community?" q. 10h "In what ways does being a teacher interfere with getting the things you want out of life?" q. 131 "what kinds of things related to your position make you angry, and what do you do about it?" The response; to the questions were totaled, and a distribution was produced with a range affron.one to ten. a.low rank indicates that few responses relevant to an internal feeling of authority were made, and a high rank that many were made. It seemed possible that this feeling of internal authority might be related to a feeling of altruism. The A11- port-Vernon social scale is a measure of altruism. The relationship was —__¥ 1Relevant when it is indicated that there is moral obligation or a sense of accepted responsibility for action. ~11h- checked using the Chi-square test, with the following results: The Relation of Social Scores (Allport-Vernon) to Internal Authority Scores Low Social High Social Total 29 - b0§ ho+ - 51 Low Internal 5 l 6 1 - hi High Internal 2 6 8 @-10 Total 7 7 1h 1' I405) 505) " (ZOSLgl 5L 1’4 £7 2) )(6) (8) x2 = 617h 3 2.625 'ifigz 010 >Po 7.05 The results tend to confirm.the opinion that the responses in Table XIII are directed at some one factor, although the 12 test shows that the data do not quite reach the 5% level of prbbability. .115- Utilizing the distinctions that have been made so far, an analyt- ical model or a paradigm.can be constructed. In this the differenthy based systems of legitimate order are compared with the different act- or invclvements. The results are six major categories. (See Table XIV). In the complete description of any given actor's involvement with the authority area, it is necessary to place the actor in one of the four categories under each of the different legitimate orders. {An over-sim- plified and unqualified statement of what the three orders mean.would be: traditional - the teacher as a member of the community; legal - the teacher as Officeholder in a bureaucracy} professional - the teacher as a member of a profession. The individual as an actor will have some kind of involvement with each of the three orders. The involvement has been categorized into two main types: (1) the actor accepts the order as legitimate from his own point of view and morally binding upon him, (2) he doesn't accept it. The first is what we call internal author» ity in Table XIII. In either type the actor's behavior mg or may. 9.9.3 conform to the order. Thus, the actor may not confomm to what he be- lieves to be morally binding because he feels compelled to conform to some incompatible external order. By occupying the station, the individual consciously or unconscious- 1y makes decisions relating to these orders. Certain social systems are involved in backing the various orders and tend to punish deviations or reward conformity to a given order (an indication of these is made at the bottom.of Table XIV). It is possible for the various orders to be compatible or re-enforcing, and the supporting systems may well back AOBQJod. om OZV mcofipmuflssmg Hocowmmomonm 3.5.3033 .muocho owes .Boaoefiomfi rfioabuaegav 8323222 ....Samoo mfieomm no.3 mcficfimmm. Accuses homeosmonsm 53558 Issacmmso Hmaoom osom m .0 HQ Us on soofiohoo ...coz lllllllllllllllllllll J In ' II II II I m .0 ma .0 ma .0 NH HHH> HH> thSAoHcoo Homeopxm m .0 me .0 S e B sogohoo ......... I-------I-g----- -- as Awaefio menoEV HHH HH H 5250.300 Hmcnsfi Hocoflmomomk Hmwoq H3333; Pocono opmfipflwog psoEoSoBfi .393 mmmamo QBEBHUHA 2H BzmrEEO>ZH moeo< Bx mama; .117- several orders. Thus, the legal bureaucracy may attempt to enforce the professional order. Various combinations of relationships produce different types of stressful situations. A typical case as seen in Table XIV might be an actor falling into squares VII, VIII, and VI. This would be the actor who believes the professional order to be legitimate and binding upon him, yet he does not conform to it‘because his expedient conformity to orders which he considers external to him prevents it; c. 15 is of this character. The result is a desire on the part of this actor to leave a ., the station. Case 3 probably falls in squares I, or VIII and VI. He is a non-conformist to the traditional order, and feels compelled to conform to the legal order, but considers the professional order to be the most legitimate one. In one case, we were able to obtain a clear-cut statemnt from the actor, which demonstrates in part that the distinction between the three systems of order is a naturally occurring and empirical one. The diet- inction was a meaningful one to the actor.. The question was asked: "What kinds of conflicts does a teacher face?" (q. 96). The actor (c. 12) responded: The teacher's “own conception (of his role, the admin- istration's conception and the connunity's conception“. E In this chapter there has been an attempt to demonstrate the three types of legitimate order relevant to the station. It has been shown how conforndty to and deviation from them is differentially punished and re- ~118- warded. Problems of validating an order have been dealt with, the act- cr's experience of restriction in relation to an order has been devel- oped, and this factor has been related to religious and theoretical scores on the Allport-Vernon StUdy of Values. An analysis has been made of the actor's involvement with an order in terms of its authority being internalized or externalized. And, finally, a paradigm has been devel- oped which relates to the actor's involvement to the various systems of O rder. / {'fIt was found that the actors studied differed quite widely in the way in which they rel ated themselves to authority - that some were or- iented to one system and to another. They seemed to be unclear about the various alternatives and this led to contradictions in their attit- udes. It kept them from fully working for the attainment of goals they wanted. It caused a good deal of stress in such things as the discrep- ancy between what the actors felt they should receive as rewards and what they did receive, between how they wanted others to reSpond to then and how others did respond. He is caught in the center of a confused mixture of orders which place conflicting demands on him. Stated over- Simply: He is caught between the structural demands of bureaucratic or- ganization, the traditional demands of the community, and a series of “ideal“ demands associated with the profession. This kind of confusing situation, "lack of a cognitively clear structure", can have at least four consequences: (1) random behavior, (2) rigid or routine behavior, (3) withdrawal from the situation physically or psychologically, (h) a wide discrepancy between verbal expression and action. A fifth re- ~119- sponse is to concentrate upon those things that are clear. wages, hours, and conditions of labor are goals which are becoming clearer to teachers as are the means of achieving them. They are increasingly mobilizing power to reach these goals and to clarify'their position in this area. Authority relationships are not clearly dealt with as such, too often, but a good deal of material is relevant to this area. As a demonstration of teacher relation to authority let us use the reSponses of 920 teachers who were asked this question: The standards of behavior expected of teachers by administration should not be stricter than those expected by society of any average citizen. A full 52.6% agreed with this while only 26.h% felt that the school systems they taught in agreed with this.1 In analyzing the policy of recruitment, Alilunas comes to the con- clusion that there is a "widespread demand for teachers who (1) are cheap, (2) maintain discipline, (3) are submissive, (h) who are socially dull.“2 This tends to support the hypothesis in this chapter that the bureaucracy'may very often demand and reward a different kind of station holder with different involvements that might be considered ideal by others. No one would claim the above description was of the ideal pro- fessionally involved teacher. Kimball Young tends to support this with his characterization of teaChers "as docile, timid, and conservative. l / M.L. Story, "Public Attitude is Changing waard the Teacher's ’ Personal Freedom“, Nation's Schools. v. hS, pp. 69-70. Leo Alilunas, "Needed Research.in.the Teaching of'Mental Hygiene", / 9.93%; 213.232. Research. v. 38, p. 356. -120- Teachers feel inferior because too many weak personalities enter teaching. They submit themselves to a domination composed of a hangover of the theo- logical tradition of an earlier America and of an entrenched power of ec- onomic~political cliques which run the community.% Cook, in his article dealing with a tremendous number of teachers, has an excellent chart dealing with differences in expectancies between school boards, teachers and students. This emphasizes the different as- pects of the station which are perceived as legitimate by teachers and by those running the school.2 This supports the hypothesis of different legitimate orders backed by different social system all impinging upon the station of the teacher and causing the actor often to be faced with stressful conflicts or with lack of reward or punishment. Cook also points out that "disapproval reaction decrease with community size".3 This tends to support the hypothesis that the increasing community size means larger bureaucracies, more depersonalization of the relationship, a rovement toward a contractual basis, and the great anonymity of the city. Cook indicates some of the reactions that male high school teachers had to community control of non-school conduct: h2. % accepted, 9.8% rebeled, 1.0% protested, h.?% evaded, 20.9% felt that education of the community was the method they would use, miscellaneous, 19.9%. 1 EEEQ‘3 p. 3h9-520 2Lloyd Cock, “Community Contacts of 9,122 Teachers", Social Egrces. V. 19, p. 70,. 31bid., p. 71. thidc, p. 71. -1 a- This indicates a large percentage of the teachers notice and react to discrepancies between what the community expects from them as teachers and what they themselves as teachers consider legitimate expectations. The percentage of stronger reactions is brought down by the continual turnover of teachers who feel most strongly alout this and leave the field. This would seem to indicate a wide conformity to the demands which are part of the legitimate order of the community, while these are not fully regarded as legitimate by the teacher - a system of ex- pedient conformity to an order. Polmantier notices that one of the stresses for teachers is the failure of administrators to "back teachers" and this is part of the separation of adninistration into an almost separate profession.1 The position of the administrator is unclear as to whether he is with teachers or over them representing the community. The bureaucratic, and managerent labor type of division to be separating him.from the teachers. Several of the interviewees felt they would not want to be administrators for this very reason - that they would he caught in the middle between teachers and community. Kvaraceus in a study of mental health hazards tested sixty-seven graduate students and found that thirty-seven experienced the hazard of conflicts with administration policy, and thirty-six had personality 1?. C. Polmantier, "Why Teachers Go Crazy", Journal 9f Education, v. 130’ P. 290. ~122- conflicts with administration.1 Over half of these actors had come into conflict with the administration over what they thought was legitimate. The administration is seen not as the sole source of authority. The teacher‘s conception of his legitimate duties stems from other sources including the professional order. Further, forty of these teachers, well over half, felt the danger of expressing an honest opinion of the schools. This is related to the conceptions of punishment and reward we have dealt with. Spears in talking about the things that disturb beginning teachers finds that lack of cooperation between teachers, or between teachers and administrators is important.2 One indication of the difference in status expectancies between the actor and those in authority is the statistic: 20% (of 2, 055 classroom teachers) felt they were'subjected to detrimental super- vision."3 The authority area is one of tremendous importance in the study of any station. In modern society, with.nany dis-functional relationships between orders, there is a complex situation wfith many possible stresses. Only a few of the relationships have been touched on in this chapter. \ Kvaraceus, EL D.,!Mental Health Hazards Facing Teachers", Eh; Delta Kan an, v. 32, p. 3&9. 2H. Spears,'What Disturbs the Beginning Teacher", School Review, v0 53’ p0 1158-630 3Leo Alilunas, "Needed Research in the Teaching of Mental Hygiene", Journal gf_Educational Research, v. 38, p. 661. ~123- VIII THE AREA OF PROFESSIONAL INVOLVEMENT In the preceding section dealing with authority, certain aspects of the professional area were also developed. In this section some of the various aspects of what it means to be a professional, and the im- plications that this holds for action and for stress, are analyzed. There will be no attempt to develop a complete analysis of this extreme- 1y complex area. A few indications will be drawn from the schedules in the hope that they will lead to certain conclusions pertaining to actor perceptions in this area. The initial viewpoint used in the analysis of this area was that the "ideal type" of professional involvement would center on the fact that the actor had a "calling,"1 and was one who displayed a wertration- 53: type of involvement. Related to these is the concept of service. In distinguishing be- tween the cases on the basis of service, an empirical dichotonw appears in responses to the schedule. The distinction is between th0$involv- ing themselves with the station in terms of service versus those involv- ed in terms of self-interest. In many individual cases, the distinction is not clear-cut, but some rather extreme cases do appear. This distinc- tion is made explicitly (although not using these exact terms) by some 1% devotion to a task without ulterior motives." More can be found on this concept in: Max Haber, Theory 93 M 313 W O_I'ganization (New York, 19117), P0 330 .1214. of the more service-involved teachers. They note the distinction be- tween what they regard as the "right" involvement with the station and the kind that is "all too often" diSplayed. "That is one of my gripes- too many lunk-heads in it, which keeps it from being a profession, as it should be." (c. 9). In this section then, several things will be attempted: (l) The variety of perceptions of teachers concerning what being a professional means will be analyzed; (2) the cases will be dis- tinguished on the bases of at least two criteria, (a) "calling" and Nertrational and (b) service; (3) several extreme cases at either end, for both high and low professional involvement,will be described. The distinction between self-interest and service appears in re- sponses to several questions. Probably the most important place is in the response to the question (q. 125'): "that kind of a person are you? Tell me in three sentences in}: you are?" This question is directed at discovering the major self-perceptions of the actor. If a service-re- lated response occurs in answer to this question, one can presume that it is relatively significant to the actor. The answers tended to be of two types. The first can be called the restricted or limited response type. In these cases the actors often had difficulty in thinking of three statements to make about themselves. They gave such things as: name, teacher, location, doing graduate work, married (0. 2, 5, 10, 1h, 16, 1?, 18, 20). A typical response would be: 'My name is . I teach botany and math at Blank High School. I am married and have a family of one boy" (c. 18). The second type involves a service-relev- ant response: "I am a person deeply interested in influencing our ed- .125- ucational system to change in the direction of bettering human relations ... (c. 12). (Service responses: c. 3, 6, 9, ll, 12, 15) The meaning of the limited response is not completely clear in terms of service because the reSponse that one is a teacher may imply service to the actor making it. However, it is strongly indicated that those making the service re- sponses have a greater degree of involvement with service thanthose mak- ing the limited responses. One method of determining this is to use a Chi-square test comparing these responses withthe Allport-Vernon social scores (a measure of altruism) shows a significant association with the probability: .05 > Po > .01. Service Limited ' Response Response Tbtal Low A—V Social 0 6 6 to- High A-V Social 5 l 6 1:14 Tbtal 5 7 12 In continuing the analysis of the service versus self-interest dis- tinction, the actor's perception of what it means to be professional is important. They were asked: "What does it mean to be a professional?" (used in connection with q. 19). The responses were: (a) SBPViCB (c. 7, 12, 19, 20) ; (b) training (c. 1, 2, 9, 10, 11., 16, 20); (c) entire life's work (0. 8, ll, 18); (6) requires certain personal qualities (c. 8, 9, 13, 19, 20); ethical, professional and moral obligations (c. 2, h, 6, 7, 9, -126- 13, 15); (g) organization (c. 9, 13); (h) teaching lacks the prestige and economic factors necessary to be a profession (c. l, 2, 15). This question is not as close an indication of the actor's involvement with the station as the previous one as it is more structured and is apt to draw a more stereotyped and less spontaneous response. However, using the total response, one does get a picture of the profession as viewed by the actors. This picture shows that being a professional involves a moral obligation to serve. It demands special training and attri- butes on the part of the actor; it should involve the total working cap- acity of the actor, and he should contribute to the development of the field. It should be organized as a profession and receive appropriate prestige and economic return. One relationship which appears is that all those who concentrate their response on training (q. 19) also give limited responses to q. 125. Their perception would seem to be that a professional is one who is primanihy trained, rather than someone who serves, and that this view appears in their self-image. The teachers were also asked the question (q. 88): "If you heard it said someone was a successful teacher, what would that imply to you?". The reaponses can be compared with those to q. 19 above. Responses: (a) helps and is respected by community and children (c. 2, 3, 6, 8, 12, 1h); (b) teaches students their role or position in life (c. 9, 10); (c) pro- fessional achievement (c. h, 7); (d) continued growth of the teacher (c. 18); (e) prepares students to meet needs and enjoy themselves (c. 16); (f) furthers individual growth and development (c. 15, 19); (g) knows .127- material and handles discipline (c. 13); (h) has the confidence of the administration (c. 5); (i) has love, faith and conviction (c. 1.1); (3) gets the most out of the child (0. 20); (k) gets students to solve pro- blems (c. 17). In these responses, the emphasis again falls upon ser- vice. However, there is an interest in the local community and a de- sire for respect from it. This indicates an involvement with more than one legitimate order. No mention is made of recognition from fellow pro- fessionals (unless "professional achievement' can be counted). The same seems to hold true in relation to the legal order, in that only one case mentions the "confidence of the administration". Mamr of the elements involved in the description of the professional do not appear in that of the “successful teacher“. The three main elements which do appear in connection with a "successful teacher" are: (1) service, (2) respect of students and community, (3) guiding methods or aims in the student-teach er relationship. Khan a more structured question ((1. 78) is presented, involving the courses of action, there is a more clear-cut division between the cases. Teachers were asked: "How can the improvements in the position of the teacher best be achieved?" Response: (a) being the kind of people the community respects (c. 11); (b) educating the public (c. 7, 10, 1h, 18); (c) better training and selection (c. S, 8, 9, 12, 13); (d) more organ- ization (c. 3, h, 6, 15, 16, 19); (e) change relations to administration (c. 1, 2, 3); (1‘) federal control (c. 20). The main response is ”organ- ization", yet this is something which is relatively unimportant in the actor definition of professional or teacher. When asked directly if 4128- teachers should have stronger organizations, all actors but one (c. 11) answer 'yes ‘ . The belief in organization thus appears not to be strongly tied in with any of the legitimate orders discussed in the previous chapters, yet it is recognized by almost all of them as being of importance. The professional order incorporates some concept of organization for teach- ers, and, even here, this is opposed by contradictory beliefs contained in the order, especially that of individualism and an orientation towards the local community. One case (c. 11) manifests this latter point rath- er clearLy. He believes that the position of teacher can'best be improv- ed by "being the kind of person the community respects"; that teachers should not have stronger organizations; that the N. E.TA. does too much for teachers; that teacher problems can be best handled.locally; that there should be no teachers' unions; that the school should be a.part of the community and an extension of the home. A successful teacher, to ram, is one who has "love, faith and conviction". As to whom.teachers have to convince in order to get what they want, he answers, "Themselves". (This case manifests a consistency which the others are not able to main- tain. He apparently experiences a.low degree of stressldue not only to the content of his belief, but to its consistency.) The concept of a "calling“ was introduced previously as one to be used, as well as "service” in analyzing this area. Several questions can be used as indices for this concept. Teachers were asked (q. 16); 'Do;you consider teaching as you would any job?". Many responses were such as follows: ”No, it is creative - helping people. a twenty-four luo indication of blockage given in entire interview as far as can be determined. ~129- hour-a—day comndtment and a challenge." (0. 1, 3, h, 6, 7, 8, 9, 10, ll, 12, 1h, 16, 20). These two questions begin to select those actors who view teaching as a "calling". Additional questions could provide a more restricted selection of cases with higher involvement. These cases will be compared below with other factors indicating professional involvement. An element related to the idea of the "calling" is the concept of legi- rational. That is, does the actor guide his behavior in this manner: The sole important consideration to the actor becomes the realization of the value. Insofar as it involves ends, rational considerations, such as those of efficiency, are involved in the choice of means. But there is no question either of rational weighing of this end against others, nor is there amr question of 'counting the cost' in the sense of taking account of possible results other than the attain- ment of the absolute end. Inthe case of gweckrational on the other hand, keber conceives action as motivated by a plurality of relatively independent ends, none of which is absolute. Hence, rationality involves on the one hand, the weighing of the relative importance of their realization, on the other hand, a consideration of whether undesirable con- sequences would outweigh the benefits to be derived from the projected course of action. The implications of these two types for the present analysis would seem clear, although not easy to test. However, some actors may be strong- ly involved in the realization of the professional goals in teaching and have relatively little involvement with other goals, such as money or pres- tige. This type seems best illustrated by case 11 which has been discuss- ed above. This case exhibits a high degree of unity in his reaponses, indicat- ing a clear out direction of purpose limited to the professional area. ghax Weber,Theo___11 of Soc___i_al and Economic Or janization (11.1., 191,7) P0 11 e .130- Other cases such as 13 seem to manifest more of a Zweckrational type of approach to the station in his interest in achieving several types of ends. The kinds of stress experienced by the two types would be Quite dif- ferent in some respects. In the Wertrational type little stress should be felt under personal restriction or a lack of money, because these ends do not weigh heavily against the absolute one. Stress is likely to be ex- perienced primarily when the achievement of the absolute end is interfered with. In the other type stress may be felt when any one of the various ends is interfered with: realization of these various ends may require contradictory courses of action and present stressful dilemmas to the actor. The actor of this type has certain stress-relieving possibilities in that, when one end is interfered.with, others may still be realized. The series of Questions and.responses from.the schedule was analyzed in an attempt to get a rough ranking of the cases in regard to their Hert- rational approach. As no one comes out and says "I have a wertrational type of integration with the station," therefore responses were selected which indicate a singleness of ends or a strong predominance of ends in the professional area over those in other areas. The following questions were used. (They are listed in rank order according to the number of relevant responses, and an illustrative re- sponse is given for each question.) q. 38 "Do your duties extend beyond the school day? Should they?" (Response: "Yes, and they should.") q. 16 "Do you consider teaching as you would any job?" (Response: Indicates a twenty four hour day or total commitment.) -131- q. 81 "Should teachers have definite hours of work and be free in their off hours?" (Response: No) q. 10h "In what ways does being a teacher interfere with getting the things you want out of life?" (Response: "In no ways ...") q. 76 "What things really ought to be changed in the life or work of teachers?" (Response: ‘More professional opportunities ...) q. 82 "Should teachers be paid extra for work that extends beyond the school day?" (Response: No ...) q. 102 "What are the most serious things that could happen to you in your position?" (Response: "Falling into a rut ...") q. 97 "In what ways does teaching make excessive demands upon a.person?" (Response: "It doesn't. we are all capable of more.") q. 19 “Do you consider’yourself to be a professional person?" (Response: "Yes, it is my entire life's work.") The results are presented in Table IV. The cases are ranked upon scores which range from zero to ten. The extreme cases should indicate fairly clear-cut differences between each other. These differences should be related to other aspects of the professional involvement. Be- fore it can be related, however, other indices will have to be developed. An.element in the professional area which developed out of the em» Pirical data was the difference between what one may call an "ideal“ and a 223335.332 orientation. The professionally involved actor is one att— empting to achieve something not completely realized at present; he is 1This is related to "Ideals" not "ideal type". TABLEXV AN INDEX OF MERTRA'IIONAL INTEGRATIONS WITH STATION Questions: Cases: 38 16 81 lot 76 82 102 97 19 Total: 11 x x x x x 8 x x 18 anti X X X X NNNQNN: MNN N N M N NNN NNNN NHNNN NNNN M NHNQQ xxfixwxfifimm BS 13 x 15 x 17 x OHHHMWWWWC‘S‘WmmOO\O\N-\1S -133- attempting to create a world patterned after his ideals. Other actors with a low degree of professional involvement are more content with the $333.92 393, with things as they are in the field of education. This was a source of stress for some actors who found that their ideals could not be realized in the situation in which they found themselves. (e. g. , c. 3: "Did the feeling that you couldn't accomplish as much as you wanted to ever bother you?" "Yes, it drove me out of education at one time.") Those oriented more toward the traditional or legal systems of order are less likely to experience stress as a result of this discrepancy between "ideal” and the status quo. The field of education is apparently one where a rather wide discrep- ancy can arise, as there is a strong idealistic orientation yet many of the school systems are generally firmly lodged in the traditional order of the community. This discrepancy could be analyzed using Benedict's concept of "cultural discontinuities". The actor is expected to pass from one station to another, yet the training and conditioning he receives in the first sta- tion is in part inadequate or disfunctional when he occupies the next station. A small group of questions has been selected which drew responses indicating a feeling of discrepancy between the "ideal" and the §_t_a_t_u_§ 332. Four questions were used: q. 11 "Was your first year of teaching difficult?“ q. 10 "Did the feeling that you couldn't accomplish as much as you wanted ever bother you?" -1 3&- q. 112 "Do you ever find that what you feel as your pro- fessional obligations conflict with or cannot find expression in the school system?" q. 116 “Does the community keep the school from doing the best modern scientific job of teaching?" The results (see Table XVI) show a ranking of cases with a range from three to zero. The three's and two's in the top half express a greater interest in the realization of professional ideals, while the one‘s and two's in the lower half are apparently more content with the m 322' This index seems to measure not only professional ideals but a general desire for achievement as well. This is indicated when we compare the above rankings with responses to the following question (q. 127): "must are the things you would like to get out of life?" One category of response was, “Achievement". All cases in this category fell in the top half (c. 13 is at rank 11 just below the middle) of the ranking and four out of the five cases were in the top rank with a score of three (see Table XVI). The distinction between "ideal“ and status quo arose from the data, and appears more distinctly when the whole case is read. The table gives some indication of this distinction, but more directed questions could be developed. It was indicated above that this kind of analysis may be dir- ectly related to the level of aspiration and achievement. The problems in this area would also seem to have direct bearing on the kind and ' mount of stress. This kind of stress should occur in a large number of different stations and be suitable for general theoretical development. The reaponse to this kind of stress in the case of some teachers would seem to be to leave the station: "It drove me out of education at one time" (c. 3); "Not accomplishing; I wander if I'm in the right field". TABLE XVI IDEAL AND STATUS QUO RELATIONSHIPS Questions: Cases: 11 10 3 h 9 12 1h 15 19 8 10 ll 13 l 2 S X 16 X 18 2O 6 7 l7 2 116 Total 127 NM NM NM 3’3, >3:- N NHNNNMNNN N M NH M OOOHHHHHHMNNNwwwwwww p:- A = Achievement ~136- Another type of reaction, as far as can be noted from the schedule, is the simple stress experience itself: "The frustration of being unable to bring about the situation that I saw as right ..." (c. 12) "You want to do so much, but you are limited by finance, facilities and per- sonnel." (c. 1h) "It was the nest difficult year I ever put in ... I didn't know what to do. I expected too much of students. I felt al- most completely isolated; I was frustrated at not being able to reach goals." (c. 15) "It was more difficult than I had thought to alter the existing structure." (c. 19). A third type of response indicates resign- ation to the EEEEE§“33_‘ "It was depressing when I was all fired up, and had no way to get rid of the steam. Now I just do what I have to." (c. 13). Another aspect of the professional area which should be closely re- lated to the ideal,status quo distinction is that of routine. Does the actor see teaching as a routine job or not? This again looks like a question concerning fact, but in reality it is revealing of the kind of involvement that the actor has with the station. The question (q. h9) asked was, "Are your duties routinized7". The responses were: (a) "Yes." (c. 2, 5, 13, 17, 20); (b) "Yes, but not too rigid.” (c. 10, IS); (c) "Yes, it is dangerous to go beyond that." (c. 3); (d) "No." (c. 1, h, 6, 9, 12, 16); (e) "No, varied." (c. 7, 8, 11, lb, 18, 19). Here is a.wide distribution of response, which indicates that,” although the station is not routinized p33; 33, it can be approach. ed by the actor in a variety of ways. The question seems to be a highly discriminating one in that the cases one would judge (by review of the -137- total case) to be least professionally involved fall into the 3 category; those of high involvement fall into the 2 category; and those of inter- mediate involvement in the middle category. Even the distinction between the “No" and the "No, varied" responses appears important. Those actors who give the "No, varied" response all rank higher'in the other' indices of the professional area which have been developed above. The profess- ionally oriented actor would be expected to feel that the station was not routinized, but, rather, "creative" and "dynamic". This would be in- stilled through the concepts which are used in the training institution, such as: individual differences, democracy, individualism, growth and development, and other concepts of a non-static viewpoint. A variety of aspects of the professional area have been developed in this chapter. They were used to analyze parts of a larger pattern of involvement that the actor might manifest within the professional area. the analysis was to be made in terms of high or low involvement with the professional area. The best method of presenting some picture of the way the different aSpects are related in this area is to analyze two cases typifying high involvement and two cases typical of low involvement. The high involvement cases (c. 8, ll) are presented here in terms of their reSponses to the questions which have been used so far in this chapter. In response to (q. 125): "Tell me in three sentences who you are" - one gave service and the other gave personal characteristics, as, being friendly, etc. Their A-V Social scores were El and hh. In regard to teaching as a profession, they both regard it as fully professional, and this means that it is something that the actor has to live completely. 438- Their idea of the successful teacher (q. 88) was: (1) "That he was re- Spected by children, parents, and community, and enjoys his work." (c. 8); (2) "A good teacher loves boys and girls, people, his job ... his faith and conviction are assured and do not depend on the immediate en- vironment (c. 11). When asked how improvements in the position of the teacher could best be obtained (q. 78), they answered: "Through the certification of teachers ... making sure they are adequately trained". (c. 8). "Feeling strongly enough, being the kind of person the commun- ity respects - then everything else will come." (c. 11). When asked if teachers should have stronger organizations (q. 83), they answered: "Yes, if a professional group." (c. 8) “No, if you mean a stronger voice in the legislature. Improvement depends on the individual. Teachers might organize for the good of the profession, but not to improve their own position." (c. 11). The response as to whether teaching is like any job (q. 16) was: "I'm a stickler on that. I don't regard it as a job, but purely as a profession. One is trained in child growth, etc., and com- petent. It is as much a profession as law or medicine. Many teachers don't however; to them it is just a job. I don't know if 115' work ever ends." (c. 8) "No, regardless of the job you are doing, you can make it worthwhile - a betterjob. Teaching offers more opportunities to make it that sort of job. [It requires? dealing with people, etc., it is not routine.u (c. 11). When asked if teaching was to be their car- eer, they both answered, "Yes". The analysis of theli‘ertrational factor gave these two cases the highest rankings. The study of the "ideal“ and status quo distinction .139- puts both cases in.the second.rank. It is not felt that this is an or» act reflection of their orientation due to the way this table was devel- oped. In trying to explain these two cases (it was expected that they would be in the highest rank) it was seen that the table is more of an index for an awareness and concern over the relation of ideals to real- ity due to a blockage in their achievement. These cases see so much to be done,and its achievement is perceived as depending upon the individ. ual. They are much.less likely to place inhibiting factors in the achp ievement of ideals in the social structure. For example, when asked if the community kept the school from doing the best job of educating (Q. 116), one case (c. 11) answered: "No - teachers do, if anybody.“ An- other example would be the response to (q. 77): "Whom.do teachers have to convince in order to get what they want?" Response: "Themselves. The only thing they have to be afraid of is themselves” (c. 11). In the other case (c. 8) the feeling is somewhat the same: "Education of- fers an opportunity to teach the whole community." Neither of these cases brought up "achievement" in response to the question (q. 127): "What are the things you would like to get out of life?“, yet, 'achievement' is the response given by over half of the highest ranking cases. (See Table XVI.) The involvement of these two cases seems best expressed in response to the questions (q. 7, 8) con- cerning what they wish to achieve in their life and career. ReSponse: (a) "I enjoy working with kids: it is one of the most satisfying things" (c. 8). (b) "I wanted very much to be as good a teacher as my potent- ialities would allow. Teaching offers an opportunity to share with -1ho- others, to give what you have gained ... opportunities (to accomplish things iniaeaching) are unlimited“ (c. 11). The question which asks whether their duties are routinized (q. h?) drew very definite responses: "No, very varied." (c. 11) "Not at all ..." (c. 8). The above material certainly gives a clearly-defined picture of the actor with relatively high professional involvement. However, it can be further highlighted by a presentation of two low-involvement cases for the purposes of contrast. The cases (c. 17, 20) have been selected for a brief resume' of factors regarding the professional area. Both cases gave "limited responses" to the question (q. 125): "In three sentences, tell me who you are." Response: (a) "I am a teacher. I am working on an M. A. in ... (major field) ... I was born in ..., Michigan" (c. 1?). (b) " ... is my name. I am a schoolteacher in ... It is a small rural community" (0. 20). The social scores (Allport- Vernon) for these cases were fairly low 29 (c. 17), 36 (c. 20). The definition of what it meant to be a professional were as fol- lows: (a) “Trying to do the best job you can, reading journals, etc. Using good ethics: not underselling another guy in getting a position, etc." (c. 17). (b) "A certain amount of education. A field where one has to use intelligence; entails some community function and service that others can't perform" (c. 20). In.none of the responses so far, concerning who the actor was or what a professional was, has a clear statement of “service“ appeared. The reSponse to the question on the nature of a professional revealed a limited notion of professional eth- ics (c. 17) and an emphasis on training (c. 20). .m- Their notion of a "successful teacher“ was more closely related to those high.in professional involvement than some of their other ideas. "They did a good job of getting students to solve problems. They have the interests of students at heart. There is a noticeable growth in students" (c. 17). "A person who somehow had the ability to meet the kids and get the most out of the children." Improvement in the position of the teacher, it was felt, could best be obtained (q. 78) by: "Have a federal program to take money out of the hands of the school board. wages should be equalized for equal jobs‘ (c. 20. Case 17 did not understand the question.) The answer as to whet- her or not teachers should have stronger organizations (q. 83) was: "Yes, to give teachers more security" (0. 17). "Yes, they need to organize more to get.better positions; to set standards which the superintendent could not over-rule, some minimum standard of employment" (0. 20). They were asked, "Do you consider teaching as you would any'jgbfi" (q. 16). Beeponse: "Oh, not There is respect given to teachers which is satisfying. Your efforts are worth more, developing children" (0. 20). "It's a job, probably more than a job. Dealing with kids who are important to parents ... a lot more on your own than on a regular job" (c. 17). One case (c. 20)considered teaching as a career, the other said: "I am thinking of saving money and investing in a motel. I am not too satisfied with teaching" (c. 17). In the table dealing with yertrational (Table IV), both cases rank in the lower half with a one and a two (c. 17, 20). Both are again.in the bottom ranks in the table dealing with the "ideal“ and the status 333 (Table XVI). When questioned ~11: 2- as to whether their duties were routinized (q. h9), they responded: "Now they are, I have pretty much of a routine that I follow" (c. 1?). "Xes'l (c. 20). The contrast with the high involvement cases in response as to the "hazards of the position" is noticeable: "To use too strict discipline and the parents might get down on you" (c. 17). "Doing something where- by the public might get down on me, and the school board would not renew my contract" (c. 20). Compared with these responses are those of the high involvement cases: "The hazard, if you are not alert, is that you may fall into a rut, repeating experiences year after year after year" (c. 11). "One must watch one's physical and mental health, with the con- tinuous physical and mental strain of teaching" (c. 8). Note that in the responses of c. 17, 20, and 11, the major hazard is looked upon as some violation of the duties of the station as pre- scribed by authority. However, c. 17 and 20 look to the public and ad- ministration as the source of authority, while c. 11 looks to himself. This is related to the kind of distinction that is made in Table XIII contrasting internal and external authority. The answer of c. ll is also related to the question on the routinization of the job (q. 149). This he apparently perceives as one of the major failings one can make. These four cases have been presented in an attempt to demonstrate the different patterns of response and to indicate the kinds and degrees of involvement within the professional area. A variety of indices have been introduced in this chapter and two tables have been developed, one dealing with Wertrational and the other with the distinction between the .114 3- "ideal" and the status quo. ‘hspects of the professional area have been studied by a large number of authors. Reissman:L in his study of different role conceptions which is somewhat similar to different involvements, analyzed a variety of areas. One of these was the area involving intellectual dilemmas especially those between the job and professional ethics. In the chapter on the interre- lation of areas we arrive at four possible types (and there are others) of patterns of involvement. Reissman has four types of bureaucrats: functional, Specialist, service and job. ' Alilunas discusses the variety of "taboos" that impinge on teachers: "Social relations, personal dress and manners, personal habits, marriage, political and religious activities, teacher's union membership, academic freedom“. All these factors bear on the individual in terns of restric- tion status and professional standing. In his study of things that disturb beginning teachers Spears points up several factors reflecting on the professional area: "professional jealousy, teachers who don't seem to have any reason except habit for continuing in the profession. 'They're so far in a rut they'll never get out. Their whole world is made up of students, classroom and school.” This illustrates the type of adjustnent that individuals 1 L. Reissman, “A Study of Role Conception in A Bureaucracy", _S_gcial Egrces, V. 27, p. 305. 41,11. can make to an initially stressful situation, when there is a conflict between what they are involved with and the environment, and when this environment blocks realization. This kind of rigid habitual pattern prevents further stress.1 The stress for the new person still having high involvement lies in the realization that he may follow the same path as others: "You will find out differently after you‘ve taught a while"; "That's what I thought too when I was your age."2 This illust- rates the type of differences dealt with in the distinction between the Ideal and the Status Quo. jOne of the problems facing teachers, which originates in their own professional concepts, and the status they are accorded in the community, is that of station-closure. There is a tendency on the part of some teachers to be involved with the station of teacher to the exclusion of other stations. This may be perceived by them as true professional in- volvement. At the same time the community attempt to prevent teachers from playing roles much different from teaching. lhey are expected to participate in the community in a service-teaching way in clubs, civic affairs, etc. However, the Review of Research in Mental and Physical Health points up studies that show that the best adjusted teachers participated in active outdoor and social hobbies, poorly adjusted more 1"But if the frustration becomes too intense, then adaptiveness may be lost, and stereotypes in behavior results." P. M. Symonds, Dynamics 3; Human Adjustment, (N. Y. 19h6) p. 57-8. ' 2 H. Spears, "what Disturbs Beginning Teachers", School Review, v. 53 p.389. ~1h5- frequently in work—type activities.l Thus, certain types of professional involvement alone or combined with community pressures would appear to affect individual adjustment. (In this study we do not know the direction of the relationship.)‘ Hughes has mentioned one of the stressful conflicts felt by many teachers, and which is typical of professions. The conflict between the expectation of public confidence as a professional, yet interests which are opposed to the public.2 This is what seems to underlie the stresses involved in the conflict between economic involvement and pro- fessional ethics preventing a simple use of power to realize economic ends. The general cultural characteriStics of the sub-culture from which a.large number of teachers come (upper-lower or lower-middle) is excel- lently portrayed by Birdwhistell.3 This type of cultural background strongly effects the character of the involvement of teachers just as it did the nurses he was studying. This is particularly true of the area of professional involvement. His treatment of this subject is lengthy and cannot be discussed here, but it should be referred to if one is in- . terested in how cultural backgrounds affect, and creates stress in, actors when they move into occupational life. The nurses seem to be faced with 1;_g , "Mental and Physical Health", Review of Educational Research, v. 10, p. 225. 2E. C. Hughes, "werk and the Self" M. Sherif, Social Esychology at £23 Crossroads, (N.Y}, 1951)- 3R..'L. Birdwhistell, "Social Science and Nursing Education: Some Tentative Suggestions", University of Louisville, Lecture, mimeo. -lh6- dilemmas similar to the teacher. However, this is Lore striking when one relates this to the woman teacher. The lack of control of the occupation by the professional group has been discussed in this chapter, it can be compared with the op- posite type of situation in Hall's work dealing with the medical profession.. The professional area is one of great complexity, only a few of its more salient features have been studied in this chapter. The very mean- ing of profession is still unclear. This cannot be blamed on sociologists in that their meaning cannOt be clearer than that which exists in reality. Now is a time when many groups are claiming pmfessional stems and they are using a variety of bases. Even the teachers are not agreed about the basis fer*their claim to professional status. Oswald Hall, "The Stages of a.I'Ledical Career",1nerican Journal of Sociology, v. 53, pp. 327-36. Also by Hall, "Sociological Research in“ the Field of Medicine: Progress and Prospects" (Paper read at the annual megting of the Eastern Sociological Society, held in New Haven, March 31, 19 l -1h7- IX THE HJTERREATION OF AREAS OF INVOLVHIEI‘JT This chapter attempts to study the interrelationships among a few of the indices from each area that has been discussed. It is expected that some degree of relationship exists between the various areas and that the total picture of involvement presented by combining all four areas makes a meaningful whole. It is possible that different types could be distinguished on the basis of different patterns of involve- ment between the four areas. This kind of analysis is not thought to be of central importance in an approach to an analysis of stress at this point, as stress has been studied as being a product of actor in. volvement in a given area.rather than as a product of his total involve- ment with a station. Therefore, only a few simple relationships will be pointed out. The analysis of the interrelationships of areas will be made through a brief outlining of four ideal types. These types will be illustrated from the case material. These will be "ideal“ types into which the cases will fit with varying degrees of success. These types have beentzalled: (l) professional-religious; (2) professional-theoretical3 (3) profession- al—economic; (h) nonpprofessional economic. The various types will be analyzed through a selection of the indices from the previous chapters. The first type, professional-religious, is conceived of as a type highly involved in the professional area. This involvement entails a strong moral commitment and responsibility, and it is of a‘gertrational -1h8- or total character. The responsibility is to the actor himself or stud- ents and community; it is primarily of moral, not legal character. Thus, the involvement with the station is one based upon internal demands made by the actor upon himself, rather than by external derands imposed by other individuals or systems. He is not likely to feel restriction due to an internal commitment to what might be conceived of by others as re- strictive. He places high emphasis on religion, especially in two as- pects, that of service to others and acceptance of traditional ethics. Part of the actor‘s moral responsibility is this involvement with service and altruism.and it is expressed in statements about who he is, as well as the social score from the Allport-Vernon study. This type is less likely than others to evaluate things analytically (theoretical Allport- Vernon Study of Values). He approaches things more from the socio-rel- igious viewpoint. Due to the Bertrational type of involvement, the eo- ononr'Lc and status areas are of relatively low importance. If there is an interest in status, it is in the sense of raising the socialeasteem of the whole profession and not of himself as an individual. This type of actor will have a higher awareness of "ideals" for the profession as contrasted with the statug quo. This may not be clearly represented in the scale developed, as this type of actor tends to perceive the achieve- ment of ideals as a purely individual problem rather than as one involv- ing other individuals and systems. This kind of individualization is in keeping with Christian religious concepts of individual salvation and in- dividual responsibility. It is also in keeping with basic American demo- cratic values and laissez-faire philosophy. Again this value is developed -1h9- in professional training. One actor expresses a related idea in the following manner: "We are all capable of more." The locus of the pro- blem is in the individual. They resist collective action; at most pro- blems should not go beyond the community, which is thought to have its own "unique" and "individual" problems. Several'cases manifest a total pattern of involvement similar to the ideal type described above. Table XVII graphically presents for com- parison a selected series of indices related to the above analysis. The responses of c. 11 are as follows: low economic involvement (T. I I 1); low security involvement (T. II = 0); medium Allport-Vernon economic score (bl); low Allport-Vernon theoretical score (21); high Allport- Vernon social and religious scores (M4 and 1:7); low status involvement (T. VI '-'-'- 0); he feels. that teachers receive as much respect as other professionals (q. 22); he connects status with the development of the profession, and this depends primarily on the individual; he feels he is responsible to students and parents (q. 39); his personal restriction score is very low (2); internal authority score is very high (T. XIII '-'- 8); his image as to who he is involves a concept of service; the 3933- rational score was the highest (T. IV C 10); the "ideal" versus w gu_o score was medium (‘1'. XVI = 2). 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'fi ’ 1 (ft '- . .3 '4 .3 I.) ‘ ". .'-/ Ft.) :1'1".I;.'- by. : .n ,Il L: \-.4‘-‘a 4. wk. O "r L) r -.., -! .3... J. ‘ r \.V‘ ‘ . -‘.- . ~11) - I“ -a Mv L14. .' - n a ‘7‘. ....i 7' _' .V.- nu .3 . . “...,” I? ..- ', L: I’- .l H- Um! ~.'\ .3 . J.- '. . ‘,' 1‘"! ,1 ‘ ‘].a V, r 0 N u “ dc: ”C (1,-’9 : . o. -‘ a no, I” .11- t‘ (W ~1- ] v‘ r C‘ (Q 1" f" q . fw" :- - 1 .o . ... v - ,‘ . f" fl. ’ w, - I“! 5 an... ._.§ ..‘q '4, ... .. a .‘a - ,. . (‘4‘ , . ... ~ _‘_ 'J ’1. a ..J .. r x, J» v.- 3 \J C. h . . , fit... .U; [LI “- u k, a - ( U 'I9L. 1J1..‘-- ..l. .r. VJ.- T. A -,'\) .K ‘x,,' L\ L. ,' \‘o 's»‘ LI n y c, *" “ V "' o o a Q ' v 01 a ' I?“ ~.~ r‘\ -;".'.7? r ". H n - l‘ ““(x "V ‘1" "“~r~-' ' " r" "Iv '1'. «~7- ' ' 1! ‘ OJ, L) \ .i L )Uj.‘ 3.1") .Q' O (-!-|— ) .. ‘Lu. J Jol ? u!- L) a” J J . I - R.) J. ...- 5.1.“). ‘ -xl; ..‘i _ ..--. \D J. k‘.‘.':1~v-.-1Jr x3..." S‘s: ‘ ‘ \. .u.’ "I; (.‘n‘ . . 1 h '- ’o‘ 1 n. ’ " 1‘ . ' . ' '7 " I . 35 1 F: "fi‘ I31 1 a r - ‘v p .. ... unq ,~ ... a‘, ' ~ “ v _a. .-..‘- .‘4 .s “om LJ lbuu 9L 3‘s" ¢nno. L‘ Jon can ¢uas so ACCL and go» as a Lsc,as3 ’ C Q r, 0:1" \ ‘1’. 50 'l r} «u 0‘ 23.11.23). LLOU lfl SuJLO-Jj.l PL) “a w-rs .1 U. 1 1’19 (31- Q Tragsition: Do you have any othe jobs t like to?) (CS? PL) (If 30 is Yes} ‘4} 1.3:, city this largeg do you fool 1 ‘ r h“ I. n ‘ c ‘6 . c - .... Q ‘0 c!‘ .- - "v r. - . . 1"- 9 W318 5 won Unmalr bfeaumhuo my ole school syaocm3 co::.~r:un:‘:23y z-Iozzld Slzj;po;"c you? (CST: .hat you.wo:k at besides relatively anonymous when out of school? i O ‘ "L?".\ r' 9 ooymxmzmzawme we are interested in anr other occupations you participate in. teaching? (If no, would you ' do you have these jobs? (CST) m b.) A 5-4 Ha \ ) O u. U: l I O 1 V -. .. s 1- . 2 3w- mm _, -. N" -s 11.2.1.8 got; a 3.30:... km- go mom was?" 13g? (Co 1‘) -..,- 9" --fi {)0 J ‘ yvr ‘F gm. (”1 ,3 .4..s 3r—':-) Lu“? . ._,~ v... -34. 3 ...: ., 3.: ( (:m I j; 3 .- . gov. 8o: month,” 01 3: mg in 0 this work fu--l- 0.2.2719? .Cm.) (‘21,; if: ”.-x V'.-. ’- ~r,-u ‘, . ..., .,., ' ,. ‘— - 0‘ " 5" ‘ " ‘H’ " “ 7 a": .Lfl ’.‘-'.'H.u x.« :3 C‘) lrL, .1 ‘31:- I». J'J- ";-‘...,7.s‘. jolt}. in .1‘.‘-‘7 (I -..LCYC U79. £39317. 1,3".-"119 Yf. C C. ‘3 -- . 3. .'... I. 4. ..‘. .‘ l“ .' 'I '\. .130- ‘J 1:»- C“ :‘E-Iua «'1‘. I: (t "3 (.2. 1' 16 q ’v“ *“rv': " I Q ... c o ’ — .1 I n J P Iti’.k.‘|‘.‘ LUCKOR.‘ ‘C L 1?." 1.11113: {i :1) v! J {:2’} .8 f (s ‘ -. o'n "- O ['18 3:33... L; ”7:“. 37° Militia of Jour oz”:- ....o‘tv.‘ U A C O trz‘ ‘3 I" ) G3 1..“ r". ( 3 O C: C F ,1, O i; {.4 .... :C. ('0 A 1‘ . o J8c Do your du‘tmcs c 1 who o:.o beyond the snnol dag“? (PR) (3101!.‘ld w.C r‘. ) ho. If]. 3 h3o 14,193 u-o Are there any problems that arise: n your rela m? E0 you feel that 1‘ ' I. ‘- .. ...‘u-qo . ’ bio 33m g1Lven on>w~1 531Lu:_tv to handle them? "a I -’ Do you find it necessorv t taLD i to account the rhen doing cer ‘ m In your posiLion do you. ever feel it mace.“ sozy'to consider an 0 fin.n ;33b of our 00? Nb {:0 you thin s? (TR) " y j ‘y 7‘3' ‘1’ “""H" '3WV‘3...‘ .J " . . '. I». -' " ' . 3-3 1C-Jooflxw¢w;119 .-- OLS to these people? on your job you have too m- 3y rPSDO-u .ti"itie 3? (SN S; 01L? hhich? (CA S}: 33 do t1“ ygs ”:1 ch gen do {3 .0 £391 t :1") s»& -0“ .‘r w r ‘. .L: a S ... I. 130 U ) t ;f01 '3o17d 60 Chess I r’ .— 4. o . ‘l p; ‘ ‘ ‘ ‘ ’ - Iv .9;'r\.',- "VF”;I ~F," . .. L 1 1‘! ~P-.§ . ,.. AI », . s .r w. - “‘r'x‘ 4‘ _ -" ‘. ‘.‘ ‘1’ F‘ ) L": u A-II’IBIL-‘U U “1.. ‘Ju LDJ‘ .{J:..H\,.1J ~ &' V a L .‘.C-’- 1‘; I .1 l ’ A‘LI'I : ~' 1 4 LI } \,4~.‘_'_ :3 ’1'? 3 y . .C,‘ ‘ r’ k‘;‘ 4 1.7.6. WOLfld 37011 83311211670303; (3.376 “1713jCCQ 130'th .; "’11 1‘6?" w‘3CC- 3'30 ”“130 11:“: Cl 1“$3133.13... . Rd 03317.. i -" .3 - :b oi your po..:.'o'1 on (Two demands, dress,c‘- mi 11:, etc.) ( P‘i AI ) v . - o .‘ ...-...“ ‘ I? n have many (111330.; of a 01.033103}. sub; (PLL. -1~ I‘ll‘i, .. amt... .33. ‘51.) g 0 Q n . ‘ ' . r, " vv, y. r.—, . . w. .... .. o . ,‘ .52.. o L . ."- ,. ..L‘ (1.70 3;,“ . lie 1} @L‘i .‘O‘l S if riflm (“I-"i 0111 [1.3” of :37 ‘11-"? 130:). U.L'..);1 1.1.[13783011HC0 UL..U All 8. :ic..’jJ‘-;j_. »-.~’ ’ F .. - ' "A ' ""' " . " 1"“- "“'- ”~--'- 3 -°- r -.4 .-‘ ~t.'.‘b ., 199% 3‘33 33" ,-. "1" 35-“?- MC 2' ’3? .‘LuJJ. a "(13:13 But. (wax; L‘ 2230. 3..) a Mr 23.14}. “I: u a 4.3.0 J. ‘ ... .. |.‘ ' .' .. ~. ‘._ I‘ . . *u f- . .._ 2.. ‘-,!..: I - ... ... (I) 5:53.. liCI'L- 01.3.. 0:38 C: "313.3 1'31:le 5313 I..'."??-. V ‘tj 8.1.3513 J41 (4,.” __-,_3L;_" :3 Dumb. L 333. ’3 LU ° D 0 2’0 1'; 119° Ara $013.? duties z‘oufiinized'. (PR) 2:211:23 up much time? Are 'bl'zcy neco.. marI? (132., (J 91 -3. 1, h I ~ ‘ e "am 3- m, “44', .,n*1":‘~ 1. 4. v u- ,‘3 «.331. Lu.) - 9,03,...“ . . ‘ u. I I v- \u— -A ~--U ' ‘5 .‘ , A» ..J ~ 3 . . , 1 ' "' ' 3" r“, *‘l‘ J L'..J .!, ... ..l I... ..1“ , k.- ‘ I ~ :- . ‘ .. . .: ‘.., .. . ‘0 L. tJé‘} Laf: ‘ ._ r' -- w,‘ o.- "Av’~ L..." l,‘ (" f'l _. r.-. ‘ . _. ‘ _. ‘ v,,.. \L ) 4 ’r I ,"l u 'l V ' -‘ , . \ ...- .‘v‘ a 1 ¢ .'. Y- b 1 rp, .. (.- s ', 37A 0 b - 1" '_‘-.;D‘I-3 it 0 it}; . h" ‘ v“?- a r‘ mun ~,~-~A~.w.—..—1. 7.- \ {’1 ”...-U uuVJ J (11.3. 6‘4 \J.L Lin/a. I} Zzo '1; I,C"‘1_"'I \_ .k) J-Jq .fl 0 8 ..‘- ”\“VT 1" VA‘D «’1‘.‘ LI .5 .-. flu“).-. ..\.t 'J. C.- '3 .. m-n- .,-. ~ o I. ‘ —c‘o.-- .- c I n c a ,1" a» . v 3." M3 '7""1 3 3mm '2 ,-..~,~. ";T.“.";}: o . -’ -. — -\. ..... N s.\_ ‘j o. 4 4 ~'— - ‘ ~- ...—0 \,I¢ . L. - A. y . ‘ ._‘ o-"I~. -- ~.\ ,-. n r\l.‘.'- ,N‘n —~.--_- :, I "I - 3 . ..- g,‘-. ..l . ...; , \ . ..1 ~3- .\. .-_ ”3,-- L‘ ‘J . I .' n a v Q r l 'j -. «I .- fa ~ -’ '- '.’ '."-. - 1- "f '0 a - '3‘ r‘ O‘---'- f5 ,1 ‘ - --' ‘- 41"», -.'..V\..‘. ..3‘I.'..-'.'.._ .s LU.) ., J..k. 1* ‘ - O I ‘ ' . Q ~ I '. " ”‘_ " — . V . - - . ... . . I. ‘1 ,v ‘ . . r‘ -— '1 u " 1 n? q. ". ' I _ 1 ‘ l . __ 3, 1. , ‘11} ... .. “LL, u_,,,,, ..4, -L/‘..‘. ., 1, ._,\.) k." , 4‘," o v‘ v - .0 fl -.'. 3 ‘\ ‘ . i- ‘. , , . -'--. ‘1’}7. .-,.-. .,' {3.5.1. --. .~\.‘- .C' . 7 1 ‘1) ‘I ‘1‘}, 1"- . . ..L U-..l.-. (.. '... I .....‘J.L'. .. * <. -~ ~ - M L a , . 'P' fi"‘ ‘ _ .7. lo. _\ firnfi‘l""1"‘ {\r-‘r "~{\‘ 9 v u v- -‘ (”if‘ .‘ 4 ' ' .. ‘ ‘..'-' ' - 'u; 7‘, :'~ ‘.'_' ”Q .z. b LIL“... LI“: ”Kim. - U M . V - \ I q . l v ‘v_ _. 1'» a l‘ ' ' \ 5'7 '. . ~ '«I\ -'~-'1 "5' ----.~-‘. ‘ I . . ‘2‘". -- . ,I . ,\‘ .~'.."_\ U .,,j_ ,I 3‘. U»!- _ , ,. . ' a 4. .J- . .. . ' ,J. I \ q .1.‘ o- - n-a‘ ~.‘-l ,"\"‘ ‘ a- ..I" ' ‘Yfi- 1 ..q- ' \" ' ‘ 1.111 ' ""4 "'3 {C TV (‘1‘- tug .'I ', L1 {4. 1L..- v ~ ‘-' ~‘- -' "“ ‘ ‘ I.) "'4‘. L,-~A -, 0 \v a —" a . N F 0 “Tail“ ‘3 I a - o- . ‘ . n ', ' Q "\ ’\’ o \l!;.' -.- (‘ ll" 34' I.) \ .~ 1. ~. . , o .- n - h .. l‘- o '7 . , - “r‘ kr I ’ I . \ . s '1 I .4-‘ v“ r. {4- , ‘ L -4.(‘ A. :raL L) hool do teacr We locbl SC lib l a. ' Q 0. ‘ erQAng ‘ 8 00110 3’7 C On whafi thin 57. \ A j C??? (C 1_ a“ {2“ 'ck'boge‘ V I Q... r‘.— d U V ‘1‘ . \ 0-’ 1:1 :1 d g 3'?“ .1513. n') ... {76 m .1.-;..UU U T b On what ' C G 27.8 .1173 ink/I.- c.) ,-a r F: (-1 (3' ons pal, . ”("1 \ 5)..- t occa ‘ .‘3 W I; On u 59° J by dan‘ O V 1171,3le 5012‘. o- f.‘ I.) .0 i .4 (Prime (CA) .L f‘ L): .\d . \ ~ 1" Jo cheol o t‘ u t 3 ’3 J r gro ‘\ '\ ‘\l 11 toac7 '\ flJa.Af 0'. n \ I ., J“: ? (w' Lion I n . . 33111.8 0.239. ‘.. ‘1‘ ". Ca .lll. {it‘llllnll'llllllcl \ ,1" r, 'T‘“ 3.3.“ -, .9- {.11 ,7- }; 93,. 4.”. . . . . -1 ,_ ..., ,- .‘ .,_ r, . N .1 .. a 2.3 .‘.‘“.\ WM” ,3 n1. __ 3 UL; ...; L'JHA-’ Luce-LL: “2-. c. -'..V M.) -.- .‘--3.'..--\.--..\2.; (1"."c'. L,_;. ' :1 ..y. -3 .J g.’- L1,; U.,'.,, 4-“: I_\,, LJJL, IQ, ‘- €- 0 o u 9 ~ _ 1 o, _ I II -. .. - -u .5 \... \ .n‘ s . ' -~I-, (~- ., s . .‘I'ffl -l‘ -. v5 .. C. - fihj .. 1 Kl (‘..r., T: aim .141 w...) uUEfiJC'J. u; w . 0.x. -tL.‘ 123 3. LL- .‘ ‘1 “EAL? t l .‘l.’ (0. '4‘. L'- / 6}» Is the ‘mfin38troc3v pert of the school syscem relatively separated from the ac teac lfi mg pare? (LA Elsa co bccmsl _ C,“ DO you CV8? 337 «)VG in Luz, 03.1.9 Cx U1 0 On what occasions do vou find those running the school are out of cou0h tibh 66o teacher problems? (PR) 6%: hmen has there'bcen a difference between what otherc te echhrs expected you to do and what the administracion expo octed of you? (CA) A") D W7f‘7. 1""‘" LOW?“ - '37} 'jr'; ~ "no? "“Vn ‘7 ““W' *"x' _"\“'.‘"" :".‘i' kan 0 JV‘LL ‘JLJJ. D: r... $.)!_ .(J~.r ....J .~ ..J.:"3 V;_'.J _'_A V”; -- ..o d \- \1‘J- L.-~'-.‘ ‘ .r- .m- .L _. O-L {1J3 {C1LZ a 32-330' ing to you as 3 ”032.1123 :231‘? (CST) In 2.412.3‘t, instamcs do you ige 11-, 6.21.223 ca; Ly over? {Coat ac ivities is a teacher expected to part3 mcha'Le in because he is a Logo 2201'? t (CST 821) DO you go to 952.1122 L2; .221 Conventions? 112'ka do you go? (Do you enjoy 2a..— (CSL HO bLap) C1335 do you do during 53.2.1123; va'zaLtéons? (Cst Ro Dep PL) . .- . . '2-2. to vent Tranmtion: We Would 111cc: to get. some of your personal macumns , position in the next, ques Li 0113.. .. -. _23 fly khat kind of a person are you? Tell me in three sentences 12.2110 you 33290 (For. ..n, s .2 , .2. - . .2 .2. .....2: .21 2-2 vr‘n’I- ' r~-"‘ ....1 3—: 21-21 2322 2--,2.~2.r:22 2f") ( 2. 2'-‘i-'--~.~\ '3‘ ‘:.‘J J “£11 2.1;..3b I‘r?{}§s 8.118 3:31:- 8 1"L".'I:Y"".!' J' 0“. (...)... 31.41,. \.Il L‘; J. J‘- \a.(- \C ‘22- y )L 3'. L4 21.1.; ' J L. U.- I 127. that are the things that you would [like to get out of life? (For Am Sn) 2 2 '1 r n '4" " 20-? 00‘ “m :(.-. 128». Do you think tnat your present 301) will Lelp you to realloe tnooe thugs (2- 1 22 1292. that filings do you nozz'ry about? (AStr) 130., that things do fiot bother you that may bother other people? (122-2t?) . C, .... :1 do on 13122 Wat kinds of things related to your position meme you 3172217 “rd T” c y do about it? A ‘ ‘fi . ”I o r ‘ t A 1 I ‘ - 1 I J \ \ ‘ 'fi \‘ 3 I ‘ - |_ ' - . o . , ‘ . " """‘T"‘"’2f"‘l"‘ r':‘ 1‘ '1 L. ’ 1" \‘ I“:.“A; '1 f '\'v- '- [\fll' vi-"l -J\.\ -",-\' .‘c‘: ‘rv'. . ,2l'2. ,. -~ .... r _ ..., ~ 0 . - ~Jk. . \ .v ...! n ‘2 . \a) 2.; .. .,_. J . _ u‘ . \fl . .4. ' J .. , . ‘ v . . 133; What things that you would especially like to do are you kept from doixg 1'3}; money comidera'tiono? (Co‘s PL) ‘ ' ' ' ’ .... .' ._ I. ...L _, . * x , .. $343111?) ”mu would 1.3.353 to and moon 3805;.3 muoorueom 6M1 A .223. DOM Q .. fl K4 2,2...“ 29222-22: 2 m»: “V‘V‘ I~L:LI\I.—Lu'§.'ql‘~'.? -201- APPENDIX B: SCALES l!’ . Q.‘ ""a- o ‘ ‘ "In‘ OCCUPATIONAL AND SOCIAL RELATIONS STUDY This is a request for information. The Social Research Service of Michigan State College is conducting an extensive study of how people look upon their jobs in relation to themselves, their families and friends, and the larger community. Our research to date has shown that there are wide variations among people in this respect and your cooperation will help us greatly in learning more about this important subject. Marv people today feel increasingly the need to know more about the patterns of human relations among representative American men who fill responsible positions. Eyentually the results of this study can provide knowledge which will be partic- ularly useful to those who guide the younger generation. A3 part of this research, we are asking a number of people in different occupa- tions to fill out this questionnaire. It is not a test in any sense. here are no "right" or "wrong" answers, and you need not-sigmur name. We just want you to answer each question in terms of your om—eTcperiences and feelings. Please do not discuss the questions with others until-you are finished. Read each question carefully, then make an x on the line in front of the one anewer that best describes you or your situation. Even though some of the. ques-- tions may sound very much alike, there are differences between them. It. is impor- tant that you answer a}; of the questions. Thank you for your cooperation. ll All information obtained will be considered strictly confidential and will be under the exclusive control of the Social Research Service of Michigan State Col- lege. All data will be treated statistically .and no attempt will be made to identify specific indivmuals1 MICHIGAN STATE COLLEGE SOCIAL RESEARCH SERVICE this, as are only asking you questions the important aspects of a Job. Other people 1f out different questionnaires which will give us Nglf _ .' 'T , 2 ~22 on other important features of occupations which 3:1“ 1‘" not included here. Ihti‘ 2%! 3°“! 1. 2. 3. 5. 7. What is your age? 1 25 or under 2 26-35 What type of business or profession are you in? . . (If manufacturing, please state what your firm makes. If sales, please indicate what your firm sells. If professional or other kind of service, please state the nature of the service. In other words, be as specific as you can.) that is the full name or title of your position? that would you aw are the three most important duties or responSibilities of your position? 1 w 2 __ 3 O k ‘7 ' \- “ {18" 10318 have you held this position? 1 less than 1 year. 2 16.2 years. 3 ”3 -' 5 years. ’4 6 - 10 years. 5 more than 10 years. _ Are You married at the present time? 1 Yes. 2 No. W . . 8 ? H0" many dependents do you have (including wife, children, parents, other ) mtfiflflfi. 3. Do your wife or children contribute financially to the support of your family? 1 Yes. 2 No. 3 I have no family. 9. What is your approximate annual family income? 1 Less than $3000, IF" 07500 - 89999. 5 310,000 - 81h,999. 6 815,000 or over. I: ”H "F! x'fi‘ t :P 'I o A - . 'j I c . l ‘ . :3 CV1 - 1 O O — P I ' u — I . ‘ j 1— H - " ’ It" 7" JJ an“ , . l.‘ .lsv. .u 1"“ o l l - I “' 2 o f ' ' - J . n I ,' . § ,- 0 . . I h I l‘ 0‘ a P L» H 3'5" ‘ rum: V f—‘ku r\) H -8 I I'" In «I ,3,‘ 2‘9 ": d. h. 5‘4 IAN '0': _ 11) II I (a) 1. (a) Do you hold the kind of position that is generally considered to be a good stepping. stone for advancement? 1 It is an excellent stepping-stone. . 2 It is a better than average stepping-stone. 3 My Job has about the same advancement opportunities as other Jobs. I4 Advancement opportunities are poorerin my job than in others. (b) How important do you consider it to be to have a job which is a stepping-stone for advancement? 1 Extremely important. 2 Quite important. 3 01‘ some importance. I: Relatively unimportant. m I I I 2' (a) Are the people who get promoted in “your organization likely to be selected from among the people in your kind of position? 1 Yes, almost entirely. 2 Often. 30 80111313137133. Seldom or never. (1?) How much does it mean to you ’to be in the kind of position from which promotions are usually made? 1______I feel it is very important to be in'that kind of position. 2 It means a greabdoal’to me. 3 It is a relatively minor concern. I4 It is not important compared to other things about a job.‘ “ 3' (a) In advancement (that is, moving up to higher jobs) difficult or easy in your kind of work? 1 Very difficult. 2 Quite difficult. 3 Not too difficult. Fairly easy. 5 Very easy. Ib.) HOW do you feel about jobs where advancement is difficult? 1 I dislike them very much. 2 I would prefer not to have such a Job. 3 Not a particularly important consideration to me. It Such a job would be a challenge to me. u I I I " (a) 18 your present job pretty much of a stopping point as far 88 Fromm“ 8°“? 222—... job stops 'at this level. Some people in my job get beyond it but most do not. Many People advance beyond this Job. I4 Most people advance beyond this Job. h 1 Practically overyboCLY in my I UN ..__A r\‘ x.» ‘C I! n - In... .6 m I 1 b I 2 I ‘3. IV to “I . I I In: an In .. P: ' h " at. 1 d “- x fun I “"v V. v.‘ on _ I I2) (b) How much would it bother you to be in a position which was a stopping point as far as promotion goes? 1 I would get very upset by it. 2 It would bother me quite a bit. 3 It would be somewhat disturbing. I: . It would hardly bother me at all. 1 Do you ever feel you should leave your present position and get a better one? 1 Yes, very frequently. m I often do. 2 3 I sometimes do. It I seldom do. never do. How outstanding does a man have to be to get a promotion or move up in your kind of work? 1 Exceptionally outstanding. 2 Very outstanding . 3 Above average. This does not seem to be a major consideration for promotion.in my Job. % III DO you feel that you might have moved up further if you had gone into another organization or company in your kind of work? 1 Yes , I very much feel this way. 2 I feel this way to some extent. 3;___1_4y organization is about the same as any other in this. 1‘ My chances are better here than they would be elsewhere. M Do You feel that it is likely you would have gone higher if you had entered another line of work? , 1______I very much feel this way. I feel this way to some extent. 2 3______I do not feel this way. . k II I have never considered any other kind of wor . *— One man saws of his job, "may paint a rosy picture for a ygung ma:?, but real Chances for promotion are very dismal." How true is this 0 your 1 Extremely true. 2 Quite true. 3 Somewhat true. I: "Not true at all. l :3: 1," £3» 4 F... O E u‘, I I C ‘ I . l... ‘ “1" I ID 110 (a) 12. 13. (a) (b) 10. (a) Do you work‘ for the kind of organization where aro'one who really tries can be promo ted? 1 This describes the organization I work for veryxell. This describes the organization I work for fairlywell. This is hardly true of the organization I work for. This is not at all true of the organization Iwork for. 7&1“) ibuld you give up other good things in a job in order to get into another Job where promotion would be faster? Yes, because promotion is the most important thing. 1 2 I might be willing to change jobs. 3 No, I wouldn't. Promotion isn't that important. Is yours the kind of work which is thought of as offering a future? 1 Yes, very much so. 2 To a great extent. 3 To some extent. It "It's hardly that kind of job at all. How important is it to you to have a job which offers a future? 1 It's the most important aspect of any job. 2 It's a fairly important aspect of a Job. 3 ‘ It's not too important. b Other things are much more important. Cl.“ Do men in such a position‘as yours leave or feel like leaving beaause there is little opportunity to get ahead? 1 Yes, very frequently. 2 Quite often. 3 Sometimes. I4 Seldom or never. D068 Your job provide you with enough income? 1 Yes, very much so. 2 Fairly well. 3 Almost enough. I. “'“No, it doesn't. 3°“ important is income to you in deciding whether a job is a good one or not? 1 _All important. 2 Extremely important. 3 Of some importance. * I4 Of little importance. m . .' P 5.4 .... c It ‘- yr- y— l'\). 'J \.v Incw L AI. I. ‘A "l '4. 150 16. (a) 17- (a) 18'. (a) than you went into this work did you think that you would make more money than you seem likely to make now? 1 Yes, much more. 2 Some more. 3 About the same b Less . I Some men say they have given up the idea of becoming a big shot financially and are satisfied just to get along with a moderate income. How would you say you stand on this? 1 I strongly agree with this view. “ 2 I am pretty much in agreement with this view. 3 I disagree with this view. It I strongly disagree with this view. W I Are you now as well off: financially as you hoped you would be? 1 Much better off. 2 Better off. 3 As well off as I ever hoped to be. It Worse off. Much worse off. How much do you worry about the financial aspect of you job? 1 It rarely bothers me at all. 2 Sometimes I worry about it. 3 I find it pretty frustrating. I worry a great deal about it. I In some kinds of work, the only way you can make more money is to strain yourself an exert extra effort. Is this true of your work? 1 This is very true of my work. 2 This is quite true of my work. 3 This is somewhat true of my work. Is This is not true of my work at all. DO you think it's worth while to strain yourself and exert extra effort to make more money? 1 Yes, I feel it's very much worth while. It's usually worth the extra effort. 2 3 It's somfilms worthwhile. 1: It's not worthwhile at all. I I I 33* You failed to achieve as much financially as you once hoped? 1 I haven't approached the financial success I once hoped for. I haven't done quite as well as I expected to. 2 I' xpected 've done about as well as ve e . . ”... ni' ‘ , d" 3 '_—I 0 U\‘) 3 n A.- In' ..I ...... ‘1“ .u' 1'. I .. .. , .. . . .. ....- r-‘—\.A_’ n"; n .9" i an. ... . {h C‘noj ... I I I. ... (on, ( C) I5) , 18. (b) How important do you consider it to be to do well financially? 1 Very important. 2 Of considerable importance. 3 Of some importance. It Of minor importance. 19. (a) How many things are there in the way of material possessions and property, which you would like to have that you cannot have with your present income? 1 Very many. 2 Some . Few 1... Almost none. *- Ib) How much does it bother you when you can't purchase the things you'd like to have? It bothers me very much. It bothers me quite a bit. It bothers me some. It bothers me little or none at all. Pius, mall-4 I 20. Have you ever felt that you should have gotten into another type of work in order to achieve the sort of financial success you hope for? 1 Yes, I very often feel this way. 2 I frequently feel this way. w 3 I sometimes feel this way. I4 I seldom or never feel this way. I I 21' (a) Wbody who wants to be really successful financially should keep out of the sort of job which I hold. 1 This is very true. This is fairly true. This is true to a limited extent. This is not true at all. III “ (b) If you found yourself in a position where you could not be really financially successful, how much would it bother you? 1 Very much. 2 Oonsiderably. 3 Somewhat. I. Hardly, if at all. I I I 22. Are people in your kind of job faced with living expenses which are high in relation to their wages? 1______Yes, this is very much the case. 2 This is frequently true. This is a minor problem. This is not the case at all. III \J- r4. n Uh." uh . '2'" ...... 8.(a) Is yours the kind of position in which people work hard yet fail to receive an ’ income in proportion to their work? 1 Yes, it is very much that kind of work. 2 In large part it's that kind of work. 3______ To some degree it's that kind of work. hfl It's not that kind of work at all. (b) To what extent is your interest in your work due to the income you get from it? 1 Income is my ohly interest. 2 Income is of major interest. 3 Income is of some interest. It Income is of little interest. 21:. (a) In some jobs, older men must drive themselves just as hard as younger men in order to be certain of adequate financial security. What is your job like in this respect? This is very true of my job. This is true in some reapects. This is true in a few respects. This is not true of my job. (b) How much would it bother you‘to be in a line of work where older men must drive themselves as much as younger men? It wouldn't bother me at all. It would bother me somewhat. It would bother me a great deal. _______I wouldn't be able to stay in that kind of work. IIII 25° Do you feel that your income is adequate to meet the forseeable needs of your family? 1 Yes, entirely adequate. 2 In most respects it is adequate. 3 We can manage. b “No, it is inadequate. 26- (a) How certain can you be that yourpay check at any given time will be adequate to pod. the every day needs of your family? 1 It is always adequate. 2 It is usually adequate. 3 It is sometimes adequate. hm It is seldom adequate. 5“ “It is never adequate. (b) How important, do you think it is to know that your pay checkat any given two I'T-I-ll be adequate? 1 Extremely important. 2 Quite immrtant. 3 Of some importance, but not crucial. I4______ Not very important. II III ID fi.(a) In.general, what is the likelihood of your losing your job? 1 It's almost impossible. 2 It's very unlikely. 3 It's possible. h. It's likely that I will lose it. (b) Are you concerned with the possibility of losing your job? 1 N01} at all. 2 Very little. Somewhat concerned. Quite a lot. Very concerned. I n-w d. If you were to lose your job suddenly, could you readily get another one equally as good? 1 Yes, very easily. 2 Yes, without too much trouble. 3 I probably could. It would be pretty hard to. 5 It would be very difficult to. IIII I 3. Are you adequately protected from the likelihood of being dismissed without cause? 1 Dismissal without cause is impossible. Dismissal is very unlikely. W 2 3 Dismissal is possible. I: Dismissal is a real danger. m D. If you made a big mistake on the job, would you still be in a secure P051ti°n in tems of keeping your job? 1 Yes, I am certain of this security. . 2 I think so unless it was very extraordinary. 3 My position would be weakened conSIderably. h One big mistake and I'm afraid I would.go. fl" If You continually'made small mistakes in doing your job, would you be likely t. lose your job? 1 I would certainly lose my job. 2 I would probably lose my job. 3 I might lose my job. h I would probably not lose it. 5 I certainly would not lose it. I I I _. a u A ' L.» ”c" "I' 9;: 'I‘. a-” f—J‘-.. l ...- it b u ”_~I p 'L“i I In 32. 3h. 35. Pbuld you be able to keep your job even though there was much criticism of the way you handled it? 1 I'm certain I could. 2 I think I could. 3 I might be able to. It probably could not. 5 I almost certainly could not. Do you feel that your job would be kept for you if you had to leave it for some period of time due to emergency? . J. In an emergency, it would be held for me indefinitely. 2 It would be held for me for a considerable time - several months. 3 It would be held for me for a short time. ’0 would not be held for me beyond a few days, it at all. Are there means whereby others could force you out of your Job? 1 I feel that there are. 2 Probably, but I'm not sure. 3 Possibly, but I doubt it. 14 No, this could not happen. Are you dependent on the good will of others to keep your job? The good will of others is extremely important.in keeping my job. rIhe good will of others is of considerable importance. The good will of others is of some importance, . The good will of others is of minor importance in keeping my job. IIII I 'I‘ ‘ ...In‘. . :...... 'IC" .13 ‘II‘VV " I e a new I: 3.. Lg.‘ '0'“. . cy. a“ n . ‘ H a. ..- '...S 'at 5' a... CI M A... OCCUPATIONAL AND SOCIAL RELATIONS STUDY This is a request for information. The Social Research Service of Michigan State College is conducting an extensive study of how people look upon their jobs in relation to themselves, their families and friends, and the larger community. Our research to date has shown that there are wide variations among oeoole in this respect and your cooperation will help us greatly in learning more about this important subject. MW people today feel increasingly the need to know more about the patterns of human relations among representative American men who fill responsible positions. Eventually the results of this study can provide knowledge which will be partic- ularly useful to those who guide the younger generation. As part of this research, we are asking a number of people in different occupa- tions to fill out this questionnaire. It is not a test in any sense. There are no "r 18111-3" 01' "wrong" answers, and you need not—sigma name. We just want you to answer each question in terms of your own-Tefieriences and feelings. Please do not discuss the qmstions with others until—you are finished. Read each question carefully, then make an x on the line in front of the 9113 answer that best describes you or your situation. Even though some of the ques- tions may sound very much alike. there are differences between them. It is impor- tant that you answer all of the questions. Thank you for your cooperation. All information obtained will be considered strictly confidential and will be under the exclusive control of the Social Rosoarch Service of Michigan State Col- lege. All data will be treated statisticallyend no attempt will be made to identify specific individuals. ... MICHIGAN STATE COLLEGE SOCIAL RESEARCH SERVICE Note to respondents: In order to save you time, we are only asking you questions about a few of the important aspects of a job. Other people are filling out different questionnaires which will give us information on other important features of occupations which are not included here. .__J \ r".\.;.l (\3 (1‘ V It}. v.5 l. 2. 3. S. 7. mat is your age? . 1 fior under 2 26- 35 3 36-145 I4 146-55 5 56-65 6 Over 65 “net type of business or profession are you in? (If manufacturing, please state what your firm makes. If sales, please indicate what your firm sells. If professional or other kind of service, please state the nature of the service. In other words, be as specific as you can.) that is the full name or title of your position? Ilat would you say are the three most important duties or responsibilities of Your position? {1.9V Iona have you hold this position? 1 less than 1 year. 2 'lfi- 2 years. ’3 ~g J 5 years. - 10 years. 5 more than 10 years. “‘9 You married at the present time? 1 Yea. 2 No. “ HO" many dependents do you have (including wife, children, parents, others)? h—fi .. . a. -. Q's . a ”I“ 'et 3, Do your wife or children contribute financially to the support of your family? 1 YES. 2 No. 3 I have no family. 9. Wnat is your approximate annual family income? 1 Less than $3000. 2 ' ' 83000 - “.999. h ’7500 ' ‘99990 5 ‘10,000 - 31h,999. 6 $15,000 or over. I. (a) 2. (a) (a) II (b) Do people in general think well of the kind of job you hold? 1 Yes, I believe they think very well of it. 2 Yes, I think so, but I'm not sure how well. 3 No, I don't believe they think much of it. of How important is it to you that people in general think well of your kind of job? 1 Extremely important. 2 Of considerable importance. 3 Of some importance. It Of little or no importance. Do some people look down on your job? 1 Yes, I'm sure they do. 2 Yes, I think they do but I'm not sure. 3 No, I don't think so. If some people look down on your job does this disturb you? 1 A great deal . 2 Considerably. 3 Somewhat . Not at all. I I I * no other people recognize the value to society of the work you do? 1 ‘ Most people do. MW d0 0 3_Some do. It Very few do'. How important is such recognition to you? 1 It is of tremendous importance. 2 It is very important. 3 It is of some importance. It It is of little importance. I I I I Some so 1 i ki d f work find that their jobs are not.particularly P p e n your n o whom they would like to have think well of their resPected by the ve ersons jobs. To what—Eirte—g you find this to be true? I 1 This is very true in my case. 2 This is generally true. 3 This is somewhat true. It This is not at all true in my case. * I I How strongly do you feel the need to have certain persons think well of your job? 1 Very strongly. 2 Fairly strongly. 3 Not so strongly. I4 Not strongly at all. m I Do people outside your organization appreciate the value of the work that you do? 1 They always do. 2 They generally do . 3 They seldom do. , h They almost never do. # How important is such appreciation to you? 1 Very important. 2 Quite important. 3. Of some importance. h Of little or no importance. Are there parts of your job that :are looked dam on by others? 1 Most of it is. 2 a.large phrt of it is. 3 Some of it is. 15 None of it is. When you have to do things that are looked down on are you embarassed or disturbed? 'l'--"‘ Yes, very much. 2 A 'good deal. 3 swamzta ~ ' I. Littlsaor not at all. (:3- h" ' " II IS your job considered to be one which is beneficial to humanity? 1 Yes, cry much so. 2 To a considerable extent. 3 To some extent. h . Not to any degree. How important is it to you that your job be thought of as one which benefits humanity? 1 It is of extreme importalce. It is of considerable importance. It is somewhat important. t really doesn't matter. I lt‘Ulm ovide important and worthwhile Some sitions are r s cted because they Pr p° 9 p8 hich others might like to have services for people. Is your position one W for this reason? 1 Yes, it is very much this kind of job. 2 It is largely this kind of job. To some extent it is this kind of job. II No, it's not that kind of job. IBI B (b) How important is it to you to have a job which is respected because of the important ' and worthwhile services it provides for people? 1 Very important. 2 Of considerable importance. 3 Of little importance. I4 Of almost no importance. 9. (a) Do you feel that people look down on your kind of job because of some of the things you have to do? 1 Many people do. 2 Some people do. 3 Perhaps a few do. ’4 I feel certain no one does. (13} “men you do (would) such attitudes toward your job affect you? I1 1 Greatly disturbing. Oonsiderably disturbing. 3 Somewhat disturbing. Not at all disturbing. IN! I 10. (a) Is yourjob considered an important one by other people? 1 Yes, I believe people consider it very important. 2 Yes, I think people feel it is rather important. 3 I suppose they think it is as important as most jobs. b No, I don't think people consider it important. (13) Do you like to have people feel that your job is important? 1 Yes, I care very much. 2 Yes, I care considerably. 3 Yes, but it doesn't matter too much. I b. No, I don't care how they feel. “° (a) Do People feel that your kind of work is done mainly for selfish or personal reasons? 1 Yes, this is a widespread feeling. This is fairly common. This is seldom so. b It almost never happens. III (b) How important is it to you that people not think of your‘jcb as a selfish one? 1 Very important. 2 Of considerable importance. 3 01‘ some importance. , I4 Of no importance. ,5 /'// I. .-‘/I .' O I. /. /, , 9 r' l 12. (a) In your contacts with others generally, how are your ideas and suggestions received? 1 My ideas are seriously considered. 2 My ideas are given some consideration. 3 My ideas are given little consideration. 14 My ideas are disregarded. I (b) How important is it to you to have your ideas and suggestions considered seriously? 1 Extremely important. Quite important. Of some importance. h Of little importance. m 13. (a) Do other people seek your advice? 1 They continually do. 2 They often do. 3 They sometimes do. I; They seldom do. (b) In general, do you like to have other people seek your advice? 1 Yes, very much. 2 I rather like being consulted. 3 I neither like nor dislike it particularly. h I prefer not to be consulted. I'm very much annoyed by it. I I It. Do other people reject you because of your background? 1. Many people do. 2 Some people do. a A few people do. No one does. 15' Some men report that their relationships with other people would be better if they had had more education. Is this true in your case? 1 Very true. True to a considerable extent. 3 Somewhat true. h Not at all true. w I I I 16- (a) Do you think other people look upon you as a person of culture and refinement? 1 I'm looked upon as rather unrefined. 2 I'm looked on. as just average in culture and refinemfi; nt 3 I'm looked on as above the average in culture and ref me . it I‘m looked on as a well cultured and refined person. I'm sometimes considered to be tog cultured and refined. '4’ ..v (h 15. (b) Do you feel that it is important to be considered cultured and refined? 1 Very important. 2 Quite important. 3 Somewhat important. . b Of little importance. 1L k0 Jue you considered to be a generally well-informed person? 1 I am considered to be very well-informed. 2 I am thought to be better informed than average. 3 People look upon me as being about average in this respect. h People look upon me as being below average in this reopect. I am considered to be very poorly informed. U] (b) Is it important to you to have others consider you as well—informed? 1 It is absolutely necessary. 2 It is of considerable importance. 3 It is of some importance. . h It isn't particularly important. =w.(a) Is your job considered to be one of the professions? 1 Yes, everybody recognizes it as a profession. 2 Most people consider it a profession. 3 Some people consider it a profession, some do not. h;____Most people do not consider it a profession. 5 Nobody considers it a profession. (b) Is it important to you that your job be considered a profession? I It is very important to me. 2 I feel this is quite important. It isn't very important. This means nothing to me. 3———-— h _— i% “0 Do other people respect your job position as much as it should be resPBCPGd? l The position is highly respected. 2 The position is quite well respected. 3 Ihe position is respected enough. h The position is not respected enough. 5 The position is disrespeCted.. m Q» How do you feel about your job being given the proper amount of reopect? This is very important to me. This is of considerable importance. This is somewhat important. This is unimportant to me. I ._a, l [\5 - I I I ‘- ill I . Q :f‘fw 0' :9“ {n o}.- L. but I I w: ékme P90 19 are disappointed to find that their 'obs don't co: d . respect rom other people that they had expected.J Is this trilJelagn :33 32:38 Of 1 I'm very much disappointed with the lack of res . . . u pGCto 2 I'm a little disappOlnted with the lack of respect. 3 I'm satisfied with the anount of respect. b, I'm quite pleased with the amount of respect. fl.(a) Is your position one of,prestige and reSpect in comparison with the other positions in the organization? 1 It has much less prestige and respect than most. 2 t has somewhat less prestige and respect than most. 3 It has as much prestige and rOSpect as most. h It has more prestige and respect than most. 5 It has much more prestige and rOSpect than most. (b) H w important is it to you for your job to be among those in the organization with I respect and prestige? 1 This is very important to me. 2 It is of considerable importance. It is somewhat important. h It makes little or no difference. I I a.(a) Some people are looked upon with a great deal of respect and esteem Just by virtue of the kind of job they hold. To what extent is this true in your case? 1 Very true. 2 Qfltetnm. 3 Somewhat true. h Not true at all. I I I (b) HOW important is it that your job provide you with reSpect and esteem? 1 Very important. 2 Quite important. 3 Somewhat important. h This is not important. 2% Is it easy to find qualified people for your kind 0f job? I 1 Very easy. 2 Fairly easy. 3 Not too easy. h It's pretty hard. I I I %-(a) IS you job a run of the mill type job? 1 It's far above the run of the mill job. 2 It's somewhat above the run of the mill job. 3 It's just about a run of the mill sou. h It's just below the run of the mill job. I I I I o. -.. (7) 211, (b) Is it desirable to have a job which is above the run of the mill? 1 I consider it very desirable. 2 I consider it quite desirable. 3 I consider it somewhat desirable. h I consider it of little or no importance. 25. (a) There is a tendency today for many occupations to require specialized training for persons entering into them. How is your occupation in this respect? 1 Only very specialized persons are being accepted. 2 A considerable amount of training is required. 3 Persons with little training are accepted. h It's a job which almost anyone, irrespective of training, can get into. (b) [b you prefer the kinds of jobs that require specialized training? Yes, I prefer jobs that require very specialized training. I prefer those that require a somewhat specialized training. 3 It doesn't matter much to me. I prefer jobs that don't require specialized training. I?! roll-4 fitIa) rm you have the kinds of friends and associates appropriate to a man in your position? 1 Yes. 2 NO. I (b) Do you feel that a man should have friends and associates in keeping with his position? I feel this is extremely important. It's quite important. It's of some importance. This doesn't really matter. balm H I W°IaI Are the people attracted to your type of job the kind that are looked up to by the community? 1 They are very much looked up to. 2 They are looked up to more than most. . 3 They are about the same as others in this respect. h They are considered to be below others in this respect. (b) HOW important is it to you to have the community respect the sort of people attracted to your line of work? 1 This means a great deal to me. 2 This means quite a lot to me. I 3 This doesn't mean too much to me. h This doesn't mean a thing to me. 28'(a) Ebw does the level of your job compare with those of your friendS? 1 At a higher level than most of them. 2 About the same level as most of them. ° Lower than most of them. 'r. luv 1! idh '4 s w '\" I O ‘ a a Fly . ,, hut - x l ‘eul “ nah. U o I "a DI‘ J V .5.. ..J l (8) d. 30. (a) 32. (a) 26. (b) How concerned are you about the way your job compares with the jobs of your friends? 1 Greatly concerned. 2 Quite concerned. 3 Somewhat concerned. h Not at all concerned. Ihlsome cases, people seem to be looked down on, more or less, just because of the kind of job they hold. Is this true in your case? 1 This is very true in my case. 'This is quite true in my case. This is somewhat true in my case. This is not true at all in my case. '0 IS your companionship sought by others? 1 Yes, I'm.very much in demand. I'm sought out by a good many people. 3 ' I'm sought out by some people. h I'm sought out by only a few people. _ kbw important is it to you to be sought out for companionship by others? 1 It is the greatest source of personal happiness to me. 2 It is quite important to me. 3 It is of some importance to me. h It makes little difference to me one way or the other. There is always some difficulty in being accepted by others with whom you work. What has been your experience? 1 I have had a great deal of difficulty being accepted. 2 I have had some difficulty. 3 I have had little or no difficulty. . h I have been readily accepted by those I work with. When.you run into such a difficulty, how do you react? 1 It bothers me a great deal. 2 It bothers me considerably. 3 It bothers me some, but not too much. b_______It doesn't bother me at all. DO people accept you for what you are? 1. Most or all people do. 2 Quite a few people do. Some people do. Few or no people do. TI I IN/p \II.’ I9) 32. (b) How important is it to you to have people accept you for what you are? This is extremely important to me. It is quite important to me. .3 It is of some importance. I; It is of little or no importance to me. IMIH I}. (a) Do others treat you as an equal? 1 Yes, always. 2 Generally. 3 Only sometimes. I4 Hardly ever. 0)) How important is it to you to have others treat you as an equal? 1 Extremely important. 2 Quite important. 3 Of some importance. Of little or no importance. I I I l I It (a) Are you considered to be one of the gang by the persons in your organization? 1 Yes, very much so. 2 For the most part. 3 Only to some extent. b Hardly at all. (1)) How much do you want to be one of the gang? 1 Very much. Quite a bit. Somewhat. I don't. II” I ' (a) Do people extend to you the courtesy that you should receive? 1 Almost all people do. 2 The majority of people do. 3 Some people do. I4 Almost nobody does. (b) HOW important is it to you to receive courteous treatment? 1 Of very great importance. 2 Of considerable immrtance. 3 Of some importance. I4 Of little or no importance. I I I I .....- .fvv' I . 'LC ' qu ‘ a" v“ .t a I ‘, - 5‘. ..g' h) 39- (a) Inlgeneral, are other people aware of the privileges to which you as a person are entitled? 1 They seem to be fully aware of them. 2 They sometimes aren't aware of them. 3 They often aren't aware of them. b They almost never seem to be aware of them. [hes it bother you when other people seem to be unaware of the privileges to which you are entitled? Yes, very much. Considerably. Somewhat. Little or not at all. Ikwe you found ready acceptance into the groups in which you were interested? l I have always been accepted into groups. . 2 I have usually been accepted into any group in which I was interested. 3 I have sometimes been accepted in the groups which most interested me. h I have seldom.or never been accepted in the groups which most interested.me. If you don't find ready acceptance into a group, how much does it bother you? 1 Very greatly. 2 Considerably. 3 Somewhat. I Little or not at all. Do other people respect you as a person? 1 Yes, completely. 2 Generally. 3 Sometimes. h ”seldom. How important is it to you to have others respect you as a person? 1 Extremely important. 2 Of considerable importance. 3 Of some importance. h Of minor importance. To what extent are you subjected to personal criticism? 1 Very often. 2 Frequently. 3 Sometimes. Seldom. I 1:" “\ .1 39. (b) 110. (a) How much does personal criticism annoy you? 1 Very much. 2 A good deal. 3 Somewhat. Little. l L... People are not likely to accept others until they have known them for a very long time. 1 This is very true. 2 This is generally the case. 3 This is seldom the way it is. h Most people are usually quick to accept others. How important is it to you to find ready acceptance? 1 I find it very important. It is quite important. It is of some importance. It is not important. I 2 3 ad, In your contacts with people, how often are you accepted for what you are? l Hardly ever. 2 Some of the time. 3 Most of the time. h Always. How often do you think about the way others accept you? 1 I frequently think about it. 2 I sometimes think about it. 3 I rarely think about it. h I never think about it. * l OCCUPATIONAL AND SOCIAL RELATIONS STUDY This is a request for information. The Social Research Service of Michigan State College is conducting an extensive study of how people look upon their jobs in relation to themselves, their families and frisnds, and the larger community. Our research to date has shown that there are wide variations among people in this respect and your cosperation will help us greatly in learning more about this important subject. Marv people today feel increasingly the need to know more about the patterns of human relations among representative American men who fill responsible positions. Eventually the results of this study can provide knowledge which will be partic- ularly useful to those who guide the younger generation. As part of this research, we are asking a number of people in different occupa- tions to fill out this questionnaire. It is not a test in any sense. There are n° "1'18“” or "wrong" answers, and you need hat-sigma name. We just want you to answer-each question in terms of your own—ESberiences and feelings. Please do not discuss the questions with others until-you are finished. Read each question carefully, then make an x on the line in front of the 933 answer that best describes you or your situation. Even though some of the ques- tions may sound very much alike, there are differences between them. It is impor- tant that you answer all. of the questions. Thank you for your cooperation. 1+ All'infonnation‘obtained will be considered strictly confidential and will be under the exclusive control of the Social Research Service of Michigan State Col- lege. All data will be treated statisticallyand no attempt will be made to identify specific individuals. MICHIGAN STATE COLLEGE SOCIAL RESEARCH SERVICE Note to respondents: In order to save you time, we are only asking you questions about a few of the important aspects of a job. Other people are filling out different questionnaires which will give us information on other important features of occupations which are not included here. muxjrAw_m.V“‘ v ‘9 A, we i b. I, 'dV "’1‘“ JH‘ ‘-, l. 2. 3. 5. 7. that is your age? 1 25 or under 2 26 - 35 that type of business or profession are you in? (If manufacturing, please state what your firm makes. what your firm sells. If professional or other kind of service, please state the nature of the service. In other words, be as specific as you can.) that is the full name or title 'of your position? Hist would you say are the three most important duties or responsibilities of Your position? 1 2 3 {gov long have you mu this position? 1 less than 1 year. '1': '2 years. 3 "3 -3 5 years. b 6 - 10 years. 5 more than 10 years. * Are you married at the present time? 1 Yes. 2 No. a 3°" many dependents do you have (including wife, children, parents, others)? If sales, please indicate - ....- -. ... L Do your wife or children contribute financially to the support of your family? 1 Yes. 2 No. 3 I have no family. . What is your apprenmate annual family income? 1 Less than .3000, 2 33000 - “4999. #110,000 - 81h,999. 6 $15,000 or over. ow la u It" .| I" FIE I -uxu .1 run a D‘h new us: 'l '0‘: h l. (a) 2. (a) (b) 3. (a) ' (a) (b) Some people in your kind II (b) Do people in general think well of the kind of g’ob you hold? 1 Yes, I believe they think very well of it. 2 Yes, I think so, but I'm not sure how well. 3 No, I don't believe they think much of it. How important is it to you that people in general think well of your kind of Job? 1 Extremely important. 2 0f considerable importance. 3 Of some importance. 1; 0f little or no importance. Do some people look down. on your Job? 1 Yes, I'm sure they do. 2 Yes, I think they do but I‘m not sure. 3 No, I don't think so. “ If some people look down on your job does this disturb you? 1 A great deal. 2 Considerably. 3 Somewhat. I; Not at all. I I Do other people recognize the value to society of the work you do? 1 Most people do. “any d0. §'——Some do. it Very few do'. HOW important is such recognition to you? 1 It is of tremendous importance. It is very important. 3 It is of some importance. ’4 It is of little importance. ”1 l f work find that their Jobs are not particularly csons whom they would like to have think well of their r“Wasted b the ve r y xfijfi'g you find this to be true? Jobs. To what—5' 1 This is very true in my case. 2 This is generally true. 3 This is somewhat true. 1| This is not at all true in w case. ertain persons think well of your Job? How strongly do you feel the need to have c 1 Very strongly. 2 Fairly strongIY- 3 Not so strongly.“ 14 Not strongly at 811- m {4' r,- -” "l'. 53 n I 'D :0 .‘b r.‘ 0 u (l. l.“ l I u a u than u .. ii ... . . . I . . I . J t - . 1 v. a 0 . o . . . . . . . . . I I t 1 . . . . u . o ..1 I I . . ..I .. . . O . . . .0 yo .. , . u . . . . . . . . . . i. u I . v .4 . . Q . . , . p 1 a . . , l . . A n I n n e O . . ,. i a a . , , . . u. , . ... ., . . . a . o , . .. . C fl . . . \ . . q . . . a . . o . o . . . .. . . - J c I .I. u l,. - . . . . \, . o . . .. . .. . . r . .. . I . t . .1. l . o..\ r s u . . . . . . (a . o ...I Q I .. v ' 'l O . .... 3‘. O ... . r . . .. .~ (z) 5' (a) Do people outside your organization appreciate the value of the work that you do? 1 They always do. 2 They generally do. 3 They seldom do. ’4 They almost never do. How important is such appreciation to you? 1 Very important. 2 Quite important. 3 0f some importance. 1; Of little or no importance. Are there parts of your Job that :are looked down on by others? 1 Most of it is. 2 a large part 'of it is. 3 Some of it is. b ""Nose of it is. When you havo to do things that are looked down on are you embarassed or disturbed? 1"“ Yes, very much. 2 l‘good deal". 3 Somewhat. ‘- h' '11. tumor not stall. Q's-95' ' ' 13 your Job considered to be one which is beneficial to humanity? 1 Yes, vary much so. 2 To a considerable extent. 3 To some extent. h Not to any degree. How important is it to you that your job be thought of as one which benefits humanity? 1 It is of extreme importance. It is of considerable importance. ll______It is somewhat important. It really doesn't matter. I U' 70 Some ositi ns ar 5 cted because they provide important andworthwhile p o e re p8 tion one which others might like to have services for people. Is your posi for this reason? Yes, it is very much this kind of Job. 2 It is largely this kind of job. To some extent it is this kind of job. b No, it's not that kind of job. w r ”L. A ’v. Win! a t . o. a.) . ‘ I . ..I . 2.. 9. (a) 10. (a) ll0(a) Ikm*important is it to you to have a job which is respected because of the important and worthwhile services it provides for people? 1 Very important. 2 Of considerable importance. 3 Of little importance. h 0f almost no importance. |l| Eb you feel that people look down on your kind of job because of some of the things you have to do? 1. Many'people do. 2 Some people do. 3 Perhaps a few do. b I feel certain no one does. When you do (would) such attitudes toward your job affect you? 1 Greatly disturbing. 2 Considerably disturbing. 3 Somewhat disturbing. Not at all disturbing. '7 13 you job considered an important one by other people? 1 Yes, I believe people consider it very important. 2 Yes, I think people feel it is rather important.. 3 I suppose they think it is as important as most Jobs. h ' No, I don‘t think people consider it important. Do you like to have people feel that your job is important? 1 Yes, I care very much. 2 Yes, I care considerably. 3 Yes, but it doesn't matter too much. b No, I don't care how they feel. D0‘P80ple feel that your kind of work is done mainly for selfish or personal reasons? 1 Yes, this is a widespread feeling. This is fairly'common. 3 This is seldom so. h It almost never happens. Ml HOW important is it to you that people not think of yourvjcb as a selfish.one? 1 Very important. 2 Of considerable importance. 3 0f some importance. h Of no importance. I; 1" / 1/’ ', mu"? I.“ o". / Kalb- ' a " \‘0 c: I D ‘ :1." II ~1- - . . n n ' ' D . Ir C‘L v. , . w H . ' .4 O A . ] l | . — I | ‘ . "fl on K; v 4 \ . - hf}. . - at- v . 5 I ' p . . . J2 C C .\ P\ is; . a s 0 _,~ .... a . .. ' n I I J’ ‘ ‘v . . . . 1. . O ‘ \ 12. (a) In your contacts with others generally, how are your ideas and suggestions received? 1 My ideas are seriously considered. 2 My ideas are given some consideration. 3 My ideas are given little consideration. )4 My ideas are disregarded. (b) How important is it to you to have your ideas and suggestions considered seriously? 1 Extremely important. Quite important. Of some importance. f little importance . z-l 13. (a) Do other people seek your advice? 1 They continually do. 2 They often do. 3 They sometimes do. 14 They seldom do. (b) In general, do you like to have other people seek your advice? 1 Yes, very much. 2 I rather like being consulted. 3 I neither like nor dislike it particularly. h I prefer not to be consulted. I'm very much annoyed by it. *lh. Do other people reject you because of your background? 1 Many people do. 2 Some people do. 3 A few people do. No one does. 15- Some men report that their relationships with other people would be better if . they had had more education. Is this true in your case? 1 Very true. True to a considerable extent. 3 Somewhat true . 1| Not at all true. --—u—- [MI I 16. (a) Do you think other people look upon. you as a person of culture and refinement? 1 I'm looked u on as rather unrefined. . I'm looked a: as just average in culture and refinengrgémnt 3 I'm looked on as above the average in culture an re . )4 I'm looked on as a well cultured and refined persogin d . I'm sometimes considered to be 393 cultured and re e . l I” . h.(b) [b you feel that it is important to be considered cultured and refined? 1 Very important. 2 Quite important. 3 Somewhat important. is “or little importance. N.(a) Are you considered to be a generally well-informed person? 1 I am considered to be very well-informed. 2 I am thought to be better informed than average. 3 People look upon me as being about average in this respect. h People look upon me as being below average in this respect. I am considered to be very poorly informed. (b) Is it important to you to have others consider you as well-informed? It is absolutely necessary. It is of considerable importance. It is of some importance. . h It isn't particularly important. I!“ T, I N.(a) Is your job considered to be one of the professions? 1 Yes, everybody recognizes it as a profession. 2 Most people consider it a profession. 3 Some people consider it a profession, some do not. b Most people do not consider it a profession. 5 Nobody considers it a profession. (b) Is it important to you that your job be considered a profession? 1 It is very important to me. 2 I feel this is quite important. 3 It isn't very important. h This means nothing to me. I *— 3.(&) lb other people reSpect your ng_position as much as it should be respected? l The position is highly respected. 2 The position is quite well respected. 3 The position is respected enough. h The position is not respected enough. The position is disrespected. On How do you feel about your job being given the proper amount of respect? This is very important to me. This is of considerable importance. This is somewhat important. This is unimportant to me. TIT I H. B. fl.(a) (a) Emma peo le are disappointed to find that their 'obs don't comm nd th d respect from other people that they had expected? 13 this trueain yo: cgggge Of 1 I'm very much disappointed with the lack of respect. 2 I'm a little disappointed with the lack of respect. 3 I'm.satisfied with the anount of respect. h I'm.quite pleased with the amount of respect. Is your position one of.prestige and respect in comparison with the other positions in the organization? 1 It has much less prestige and respect than most. 2 It has somewhat less prestige and respect than most. 3 It has as much prestige and reapect as most. h It has more prestige and respect than most. 5 It has much more prestige and respect than most. wa'important is it to you for your job to be among those in the organization with respect and prestige? 1 This is very important to me. 2 It is of considerable importance. 3 It is somewhat important. h It makes little or no difference. I I I Some people are looked upon with a great deal of respect and esteem Just by virtue of the kind of job they hold. To what extent is this true in your case? I 1 Very true. 2 thetnm. 3 Somewhat true. 1. "Not true at all. How important is it that your job provide you with respect and esteem? 1 Very important. Quite important. Somewhat important. This is not important. “I ”I [7 IS it easy to find qualified people for your kind of Job? 1 Very easy. 2 Fairly easy. 3 Not too easy. h It's pretty hard. 1 l I 224' (a) IS you job a run of the mill type job? 1 It's far above the run of the mill job. 2 It's somewhat above the run of the mill Job. 3 It's just about a run of the MIT. Joe. h It's just below the run of the mall Job. I l p- \amnrx)‘ H I‘ "i '5 '1' 3 1‘5: (1': In 3': ‘ . .,,. __ .7 :0 y .- . M- vy‘ i Ifi ' 0N I (H %.(b) Is it desirable to have a job which is above the run of the mill? 1 I consider it very desirable. 2 I consider it quite desirable. 3 I consider it somewhat desirable. h I consider it of little or no importance. 6.(a) There is a tendency today for many occupations to require specialized training for persons entering into them. How is your occupation in this respect? 1 Only very specialized persons are being accepted. 2 A considerable amount of training is required. 3 Persons with little training are accepted. h It‘s a job which almost anyone, irrespective of training, can get into. (b) Ib you prefer the kinds of jobs that require specialized training? Yes, I prefer jobs that require very specialized training. I prefer those that require a somewhat specialized training. 3 It doesn't matter much to me. ‘ h I prefer jobs that don't require Specialized training. mall-4 I %((a) It you have the kinds of friends and associates appropriate to a man in your position? 1 Yes. 2 N00. 00 Do you-feel that a man should.have friends and associates in keeping with his position? 1 I feel this is extremely important. 2 It' s quite important. 3 It's of some importance. 1 h This doesn't really matter. 27'(a) Are the people attracted to your type of job the kind that are looked up to by the community? 1 They are very much looked up to.. 2 They are looked up to more than most., . 3 They are about the same as others in this respect. h They are considered to be below others in this respelto. “fl flew important is it to you to have the community respect the sort of people attracted to your line of work? 1 This means a great deal to me., This means quite a lot to me. This doesn‘t mean too much to me., This doesn‘t mean a thing to me.. It] 283(3) HOW does the level of your job compare with those of your friends? 1 At a higher level than most of them. 2 About the same level as most of them._ '3 Lower than mOS‘b Of them. . 0- ‘ . I | I 3 > - . w I .-“ "k vy‘ I o l . ’ v . r 1 . u-’ ‘f $ . . r . l . . . 3 0' . c . L ‘ ‘ I u -. . . ‘ I'_ , . I ' ' I o . ‘ ‘ . “I ‘ ' - IT 0 . . _ . .. a 551 ... 3t. . y" . . $ . ' r.“ K ’4 ' I . ‘ not" . . . O '_ ‘ ‘ .- . . . ,‘ . I . ‘ II . .\ _ . ' I .4 . ‘ .‘ . I ‘ l o ., . ‘ ‘ ' ' i ‘ ' . - .7 . I . ' O O O _ . ‘ . .I . 1 av . ‘ ‘U J5 ‘ t . ' . m 5 : . ‘ .‘t I ‘ 4 . ‘ , I . >| ‘ ..l I . I u ‘ II " a uCn . . O a ‘ . , . ’ l . . 1 't I . n .I. . 9 Ac. ... . . ., ~ . ' H . 'I‘. I .NV '! . i:- "x . . ‘ I . I ' ~ 0 . 7 o . l I u ‘ ’ I - . ‘ I a (t ‘ ,‘ o . o .. I _ V - 5 , . | ' J I ‘ | ' ' Q ’ ‘ \ '. u: ‘ I‘ .) R I I ‘ U c .. . .o u . u . .o , . ’ <0 0 I ’(8) 26. (b) How concerned are you about the way your job compares with the jobs of your friends? 1 Greatly concerned. 2 Quite concerned. 3 Somewhat concerned. h Not at all concerned. 8. Ihlsome cases, people seem to be looked down on, more or less, just because of the kind of job they hold. Is this true in your case? 1 This is very true in my case. This is quite true in my case. This is somewhat true in my case. This is not true at all in my case. N.Ia) Is your companionship sought by others? 1 Yes, I'mnvery much in demand. 2 T. I'm sought out by a good many people. 3 2 I'm sought out by some people. h” I‘m sought out by only a few people. (b) wa'important is it to you to be sought out for companionship by others? 1 It is the greatest source of personal happiness to me. 2 It is quite important to me. 3 It is of some importance to me. h It makes little difference to me one way or the other. I 31. (a) There is always some difficulty in being accepted by others with whom you work. What has been your experience? 1 I have had a great deal of difficulty being accepted. 2 I have had some difficulty. 3 I have had little or no difficulty. . h I have been readily accepted by those I work with. 00 When.you run into such.a difficulty, how do you react? 1 It bothers me a great deal. 2 It bothers me considerably. 3 It bothers me some, but not too much. h It doesn't bother me at all. 32' (a) DO people accept you for what you are? 1 ‘Most or all people do. 2 Quite a few people do. 3 Some people do. h Few or no people do. I 0‘ IRA rev ‘ t ‘ ' l I ‘ ”(14 .. ' .1 I _, ' , ° C» .. . U .. . ‘ v < . . ' " o o x . . . I ‘ o u .FH . 50' . . . ‘ . ‘ I . . . ‘ .' ‘ ‘ . .2 . . . ‘ " ‘ . l v . - ,. I n I“, It.» . ' c n K , . ‘ < , . ' . .... lh. A" I L I I?) ' 330 (a) 32. (b) How important is it to you to have people accept you for what you are? 1 This is extremely important to me. 2 It is quite important to me. 3 It is of some importance. h It is of little or no importance to me. Do others treat you as an equal? 1 Yes, always. 2 Generally. 3 Only sometimes. I4 Hardly ever. How important is it to you to have others treat you an an equal? 1 Extremely important. Quite important. 3 Of some importance. Of little or no importance. “ I II I Are you considered to be one of the gang by the persons in your organization? 1 Yes, very much so. 2 For the most part. 3 Only to some extent. I. ' 'Hardly at all. How much do you want to be one of the gang? Very much. Quite a bit. Somewhat. I don't. balm H I “ DO people extend to you the courtesy that you should receive? 1 Almost all people do. 2 The majority of people do. 3 Some people do. ’4 Almost nobody does. How important is it to you to receive courteous treatment? 1 Of very great importance. 2 Of considerable importance. 3 Of some importance. b Of little or no importance. -—-—-. I I I m ‘ I ..A (b) 37- (a) 39°(a) In.general, are other people aware of the privileges to which you as a person are entitled? ' They seem to be fully aware of them. They sometimes aren't aware of them. They often aren't aware of them. They almost never seem to be aware of them. Does it bother you when other people seem to be unaware of the privileges to which you are entitled? 1 Yes, very much. 2 Considerably. 3 Somewhat. h Little or not at all. Have you found ready acceptance into the groups in which you were interested? 1 I have always been accepted into groups. 2 I have usually been accepted into any group in which.I was interested. 3 I have sometimes been accepted in the groups which most interested me. h I have seldom or never been accepted in the groups which.most interested.me. If you don't find ready acceptance into a group, how much does it bother you? Very greatly. Considerably. 3 Somewhat. h Little or not at all IN'H I Do other people respect you as a person? 1 Yes, completely. 2 Generally. 3 Sometimes. h Seldom. HOW important is it to you to have others respect you as a person? 1 Extremely important. 2 Of considerable importance. 3 Of some importance. I h Of minor importance. TO'what extent are you subjected to personal criticism? 1 Very often. 2 Frequently. 3 Sometimes. Seldom c I I In) 39. (b) How much does personal criticism annoy you? 1 Very much. 2 A good deal. 3 Somewhat. h Little. “nun—- _w.(a) People are not likely to accept others until they have known them for a very long time. 1 This is very true. 2 This is generally the case. 3 This is seldom the way it is. h Most people are usually quick to accept others. How important is it to you to find ready acceptance? 1 I find it very important. It is quite important. It is of some importance. It is not important. ml 3 h In your contacts with people, hgw often are you accepted for what you are? l Hardly ever. 2 Some of the time. 3 Most of the time. h Always. How often do you think about the way others accept you? 1 I frequently think about it. 2 I sometimes think about it. 3 I rarely think about it. I never think about it. so. ._ V .‘ 'vi D;- fi v. I “Fig 6 w... I; .. 5‘4. ”- ‘ n. ”f W¢‘ OCCUPATIONAL AND SOCIAL RELATIONS STUDY This is a request for information. The Social Research Service of Michigan State College is conducting an extensive study of how people look upon their jobs in relation to themselves, their families and friends, and the larger community. Our research to date has shown that there are wide variations among people in this respect and your cooperation will help us greatly in learning more about this important subject. MW peeple today feel increasingly the need to know more about the patterns of human relations among representative American men who fill responsible positions. Eventually the results of this study can provide knowledge which will be partic- ularly useful to those who guide the younger generation. ‘8 Part of this research, we are asking a number of people in different occupa- tions to fill out this questionnaire. It is not a test in any sense. more are no "3'18“" or "wrong" answers, and you need not-sigma name. We just want you to answer each question in terms of your own—'e'i'qaeriences and feelings. Please do not discuss the questions with others until—you are finished. Read each question carefully, then make an x on the line in front of the 3_n_e_2 answer that best describes you or your situation. Even though some of the ques- tions may sound very much alike, there are differences between them. It is impor- tant. that you answer all of the questions. Thank you for your cooperation. All infomtion'obtained will be considered strictly H confidential and will be under the exclusive control of the Social Research Service of Michigan State Col- lege. All data will be treated statistically and no attempt will be made to identify specific individuals. v MICHIGAN STATE COLLEGE SOCIAL RESEARCH SERVICE .0 Note to respondents: In order to save you time, we are only asking you questions about a few of the important aspects of a job. Other people are filling out different questionnaires which will give us information on other important features of occupations which are not included here. '\. , ' "F.“ ,u; .. ... .'. o' J' D l'TT \‘T'! on «Hus , . "I VIQ'“ a: hbvu. o 1 . . o . ... (I) W0“. ray ‘7'. I. ."‘ .4 A) n' . ..J. 1. 2. S. 7. What is your age? that type of business or profession are you in? (If manufacturing, please state what your firm makes. If sales, please indicate what your firm sells. If professional or other kind of service, please state the nature of the service. In other words, be as Specific as you can.) that is the full name or title of your position? that would you say are the three most important duties or responsibilities of your position? 1 vi' T *— 2 fl 3 ~v . . ‘\ 13?" 10% have you held this position? 1 less than 1 year. 2 ______-l - 2 years. 3...... '3 - 5 years. ’4“ - 10 years. 5 more than 10 years. M Are You married at the present time? 1 Yes. 2 No. Ho" many dependents do You have (including Wife; children, parents, others)? —_._ IV. ‘I Hu- - somewm-m-v -w ”on .l ‘-O-v| .....A . Do your wife .or children contribute financially to the support of your family? 1 Yes. 2 No. 3 I have no family. what is your approximate annual family income? 1 L658 than ’3000’ 2 3000 - “4999. h .7500 ~ C9999. 5"‘110,ooo - 81h,999. (“815,000 or over. ."Il :nnfiv ....r'v“. ..., W“ O‘. I ... 1 ....a A) ‘A’ f II (d) In your work, do you feel free to express your personal Opinions about things? 1 Yes, perfectly free. 2 Quite free. 3_—I have to be careful what I say. it I have to be very careful what I say. How inmortarrt is it to you to be able to express your opinions? I This is extremely important to me. 2 It's quite important. 3 It's of some importance. ’4 It's of very minor importance. Do you find that your job permits you to show your true self? 1 Yes, entirely. 2 Under most circumstances. 3 To some extent. 1; No, not at all. I Does it bother you when you find it necessary to cover up your true self? 1 Very much. 2——Considerably. 3 Somewhat. 1; Very little. I In Your work, do you have to soft-pedal your feelings when dealing with others? 1 Yes, always. 2 Quite often. 3 Occasionally. h Very rarely, if at all. * How do you react to having to do this? It hardly bothers me at all. It's a little annoying. I find it quite frustrating. h I get very upset. I 1 2 3 13°93 your work prevent you from acting like a human being with feelings and emotions? I It never does. 2 It seldom does. 3 It sometimes does. it It frequently does. HOW frustrating is it when you feel prevented from acting like a human bein feelings and emotions? g with 1 Extremely frustrating. 2 Very frustrating. 3 Somewhat frustratinlo a ‘y a: E I" u. '5' ..u i ' I: \ a) '0. F‘ If}. 1'1 ‘ nl v u“ “r a" IMO“ (b) Does your Job require you to work with and be friendly toward people even if you don't like them? 1 Most of the time. 2 This is often necessary. 3 Sometimes find I have to. h Rarely does this happen. When this is necessary, what is your reaction? 1 It bothers me greatly. 2 It bothers me considerably. 3 It bothers me semewhat. h It doesn't bother me. Do people with whom you deal encourage you to express your personal reactions about them and the things they are doing? 1 They always do. 2*Thcy generally do. 3 They sometimes do. 1: ""They seldom do. Is it important to you to have others encourage you to speak your mind? 1 Yes, very important. 2 It is quite important. 3 It is of some importance. h It is of little or no importance. In your work, are you often in the position of having to quietly put up with actions of others that are dis tasteful to you? 1 Yes, a great deal of the time. 2 Yes, much of the time. 3 Sometimes this is the case. 14 "‘Only rarely is this the case. How much does it bother you to have to put up with the distasteful actions of others? I get very upset by it. It bothers me quite a lot. 3 It's somewhat disturbing. h It doesn't bother me at all. [0| H In your work, can you say what you think? 1 Alway s o 2 Generally. 3 Sometime s . 1‘ Seldom o I "... 11m} "I , uv ...-n kn.) h.) :— 'AIG . 1... j. o. . 1‘04 .‘r ,' u'.‘ . (a) How much does it bother you not to be able to say what you think? 1___Very much. 2:11 good deal. 3 _Somewhat. It __Very little. Some jobs put people in a position where they are constantly being irritated but must always control their tempers. To what extent is this true of your job? 1 This is very true of my job. 2 This is quite true. 3 This is somewhat true. h This is not at all true of my job. How do you feel about having to control your temper when you are irritated? 1 It disturbs me tremendously. 2—— It bothers me a great deal. 3_— It bothers me a little. It doesn't disturb me. lpiH Can you be frank with others in your work? 1 Yes, all the time. 2 Generally. 3 Sometimes. I4 Seldom. How important is it to you to be frank with others? 1 Very important. 2 0f considerable importance. 3 Of some importance. h Of little or no importance. Does it endanger your position to say what you think? 1 _____Yes, very much. 2.— To a considerable extent. 3 Somewhat. I-I ‘ Hardly. at all. HOW important is it to you to be able to say what you think? I II Very important. Of considerable importance. 3 Of some importance. 14 Of little importance. II H “I \_.3_ ‘4: ‘r “is? - I\ an: 2...: hi I .. ..M. u‘va ‘v ’v 2. (a) 5- (a) Do you find that in your job you must try to be "all things to all peeple?" Host of the time I must act this way. 3 1 Very true, I rarely feel I can be myself. 2 Sometimes I find this to be the case. h No, this is not necessary. Does having to be "all things to all people" bother you? 1 Yes, a great deal. 2 It bothers me considerably. 3 Th sane extent. ’4 NOt at: all. Jobs vary in the extent to which they require people to hide their true emotions and.feelings. What is your job like in this respect? 1 I am required to hide my feelings and emotions at all times. 2 It is usually necessary to hide my feelings and emotions. 3 I seldom need to hide my feelings and emotions. h- I never have to hide my feelings and emotions. How much does it bother you to have to hide your emotions and feelings? Considerably. 3 A little. h None at all. * 1 Very much.. 2 In.your job is it possible to avoid working with people whom you have difficulty getting along with? 1 I can always avoid working with such pepple. Most of the time I can avoid working with them. 3 I sometimes can avoid working with such peoole. h I never can avoid working with such people. How important is it to you to be able to avoid working with certain people on the job? 1 very important. 2 Quite important. 3 Of some importance. h Of little or no importance. In I I Inqyour job is it necessary for you to smile and carry on when.you are very angry and upset? 1 Yes, this is constantly necessary. 2 Usually, I must try to smile and carry on. 3 Sometimes this has to be done. I h Rarely, if ever, is this necessary. I “... 1A1 . I Iv . n)r—J \J‘ I A4 ' 4;:w J .0 f.’ o'p.‘ he. . ‘1 t A .(a) wa do you feel about having' to act this way when you are angry and upset? I It disturbs me greatly. 2 It bothers me considerably. 3 It bothers me somewhat. h It doesn't bother me. [bee your work give you a feeling of accomplishment? 1 Very much so. 2 To a considerable extent. 3 To some extent. h Little or not at all. Is it important to you to gain such a feeling of accomplishment from your work? 3 It's not at all necessary for me. It helps but isn't important. It's of some importance. It's quite important to me. 5 It's essential to me. 1 2_ 3* h Tb you think there are other jobs that wo ld give you more opportunity to do the things you can do best? 1 Yes, there are jobs thatvpuld give me a much greater chance to do these things. 2 There are jobs that would give me considerably more chance. 3 There are jobs that would give me some more chance to do these things. h There is no other job that would give me more chance to do these things. How important is it to you.that.your work allow you to do thosethings you can do best? 1 Extremely important. 2 Of considerable importance. Of some importance. Of little or no importance. II I [b You feel that your work provides adequate opportunities for you to express iniative? l Entirely adequate. 2 Fairly adequate. . 3 Not very adequate. h Not adequate at all. IS the Opportunity to express initiative in your work! 1 A condition you feel you must have. 2 A condition you feel is very important. 3 A condition you feel is of some—Impoftence. h A condition you feel is of minor importance. I I I I .(a) . Ia) (a) [bee your job allow you opportunities to do the kind of things you like to do? 1 Generally. 2 To a considerable extent, 3 To some extent. h Hardly at all. flew important is it to you in your work to be able to do the kind of things you like to do? 1 It is extremely important. 2— It is quite important. 3 It is of some importance. It is a minor matter. To what extent does your work give you a feeling of self-fulfillment? 1 To a great extent. 2* To a considerable extent. 3— To some extent. ufl Very little, if any. How in U ortant is it to you that your work give you a feeling of self-fulfillment? 1 It is very important. 2“ It is of considerable importance. 3* It is of some importance. h: It is of little, if any, importance. Jobs vary in the amount of mental energy they make use of. What is your Job like in this resoect? 1 Far too demanding. 2* Somewhat demanding. 3“ About right. h~ Not quite demanding enough. 5“ Not nearly demanding enough. In selecting a job is the amount of mental energy required an important.osnsideratien? 1 Yes, very important. 2 Of considerable importance. III 3“- Of some importance. h: Of little or no importance. Does your work make use of your particular abilities and capacities? 1_Yes, fully. 2— . For the most part it does. 3 Not to a great extent. It doesn't make use of them at all. III H . '°' ' 3 ”,5 (b) 25. (a) (b) How imoortant is it to you to have work which makes full use of your particular abilities and capacities? 1 Very important. Quite important. 3 Important to some extent. h Not very important. III How interested are you in your work? 1 very much interested. 2“ *Considerably interested. 3 ~A little, but not much. h_ Not interested at all. How important do you consider it to have a job which interests you? It is of primary importance. It is quite important. 1 2w 3“ It is of some importance. h: is of little or no importance. One man says of his job: "I have no chance to accomplish and build - to be creative". Is this true of your job? 1 “Yes, this is very true of my job also. 2” In general it is true. 3 To some extent it is true. h* My job is not like that at all. How important is it to you to have work which gives you a chance to be creative? 1 It is an absolute necessity. 2 It means a great deal to me. 3 This is of some importance. h I don't consider this to be very important. Are your actions controlled by others who seemingly do not understand hOW'your 30b should be run? 1 This is very true. 2* This is true to a considerable extent. 3 This is true to some extent. h This is hardly true of my work at all. How much are you bothered by this sort of control? 1 Extremely. 2 A great deal. 3 Somewhat. h “"Veny little. F I .n p“ V. 'I o o . ' ' . ~ ‘I | 'V . A" . :Lu . U "‘c. o ., O .. ‘ I I I .. : 3:" "I l} I" ‘ . . 2‘ o L! I: , u I I o ‘I z I Q .l I 2% (a) (b) 23- (a) (b) In.some organizations, one has to accept without question the policies and methods of the company, or of one's superiors. To what extent is this true in.your case? 1 I have to accept everything without question. 2 I have to accept most things without question. 3 I have to accept some things without question. h I seldom have to accept anything without question. How much does it bother you to have to accept such policies and methods? 1 It is extremely disturbing. 2 It bothers me a great deal. 3 It's somewhat disturbing. h "It doesn't bother me at all. How much of the time are you able to make use of your 233 ideas in carrying out your work? 1 Almost all the time. 2 Generally. 3 Sometimes. h Seldom or never. Is it important to you in.your work to be able to make use of your own ideas? 1 It's of the utmost importance. 2 It's very important to me. 3 It's of some importance. h It's of minor importance. IS Your work governed largely by your own judgments, or by those of other people? 1 Almost completely by my own judgments. 2 Very largely by my own judgments. 3 To some extent by my own judgments. h Only slightly by my own judgments. [b you prefer work where you are largely able to use your own judgments? '1 I much prefer such work. 2———I like such work. 3 It's not too important to me. h I prefer letting others make the judgments. 5 I'd much rather let others make the judgments. Some people feel they are trapped in a big organization in which individual initiative is lost. Others feel they have a great deal of independence of action. How would you rank your job in this respect? I am almost completely independent. I have considerable independence of action. 3 There is some degree of independence. 15 There is practically no indepencence of action. * T l l ’4. w. 31. 32. (b) (b) (b) (a) (b) Relative to other aSpscts of a job, how important is independence of action? It's the most important aspect. It's very important. It's of some importance. h Other things are much more important. Are you required to render services which you feel are beyond the bounds of duty? 1 This happens very often. 2 This frequently happens. 3 This sometimes happens. h This seldom or never happens. How much does this bother you when it happens? 1 Extremely. 2 Considerably. 3-____Somewhat. h Very little, if at all. Do you ever wish that you could throw off your responsibilities and take off for a distant island? 1 Yes, I frequently do. 2 I sometimes do. 3 I seldom do. h I never do. new strong is this feeling when you have it? 1 Very intense. 2 Quite strong. 3 Fairly strong. h Next to nothing. Do You have to organize your work to suit the convenience of others? ganized for the convenience of others. d for the convenience of others. ized for the convenience of others. for the convenience of others. 1 Almost all of it has to be or 2 Most of it has to be organize 3 Some parts of it have to be organ. h Very little of it has to be organized DO you find it annoying when you have to organize your work to suit the con- venience of others? 1 Very annoying. 2 Quite annoying. 3 Somewhat annoying. h Not annoying at all. 00 1C! soc. :0) IL (a) (b) (b) 35. (a) (b) ' 36. (a) Do you have to meet deadlines and other re uirements over Which direct control? - q you have no 1 Yes, constantly. 2—Most of the time. 3 Some of the time. h , Seldom or never. How'much does having to meet such requirements bother you? 1 Very much. 2 Considerably. 3 Somewhat. Little Do some of the policies of the organization interfere with your efforts to do your work effectively? 1 Yes, very much so. 2 They often do. 3 They occasionally do. h They seldom or never do. How important is it to you to be able to work without interference from organ- izational policies? 1 I feel this is an absolute necessity. 2 I feel it is of major importance. 3 I believe it is of some importance. h This is actually of minor importance. 18 your job one in which there is someone always "looking over your shoulder" to see how you are doing various parts of your work? This is very true in my case. This is quite true. 3 This is somewhat true. h ""Thie is not true at all. 1 2* Tb what extent does (would) this bother you? 1 A very great deal. 2 Considerably. 3 Somewhat. h "’Very little, if at all. Are You exoected to go along with the decisions of others without having had a voice in these decisions? 1 Yes, most of the time. 2 Much of the time. 3 Some of the time. h very seldom. -. r- ..ua Ont..- . -.- , .-. .. i , .. .. .. -. . _. .. . _ ...- IUD 36. (b) Whit 1: your feeling about having to carry out decisions which you have had no vo ce n 1* It bothers me a great deal. 2* Considerably. 3 It bothers me sanewhat. h: This sort of thing doesn't bother me. 37. (a) Are you pressured by others to work harder? I I'm constantly being pushed. 2 I'm often pressured. 3 I'm sometimes pressured. it I'm seldom pressured. (b) How do you feel about such pressures? 1 They are a tremendous worry to me. 2 They cause me considerable bother. 3 They prove a minor nuisance. 5 They don't bother me. 35. (a) Are you able to run your job‘pretty much as you please? 1 Yes, almost completely. ~2 Generally I am. 3 Only sometimes am I able to. h Seldom am I able to. (b) How important is it for you to run your job pretty much as you please? 1 This is of basic importance to me. 2 I find this to be quite important. 3* It is of some importance. h: It really doesn't matter very much. 39' IS your work in keeping with your real personality? 1 To a great extent. 2—- Somewhat. 3——_ A little perhaps. 14—. No, just the opposite. ['0' Some people feel the need to remake themselves in one way or another. 13" you have this feeling? 1 Very frequently. 2 Often. 3 Sometime s . 1‘ Rarel)’ e l l .O. I e... . . .7 O .. .-.. u C v . U ... . s 3 v‘ J i o . ' . . ' ,, , .. . g ‘ . . , ‘n. . I ‘ c .. 'l O . O C “ ’n l 'IJ ‘ ’ s ”A Y ., . . . . l l 2 . . . ,. . M Q .... . . . U . l - . i . .-,, 1 e ‘ ... . . - .f. I C ' I . t ' w . e 02 M. M. hi Eb you need recreation to re-vitalize you? 1 Yes, this is very necessary. 2 This is quite necessary. 3 This is not very necessary. '7 This is unnecessary. Do you feel the need to find other things outside your work to renew your vim and vigor. I most certainly do. To a considerable extent. To some extent. h Little or not at all. Is your work the kind that wears you down over a period of time? l A great deal. 2 Considerably. 3 Somewhat. h Little or not at all. How often do you feel the need to reconsider your goals in.life? 1 Very frequently. 2 Often. 3 Occasionally. h Seldom or never. DO you feel the need to get away from the job now and then to keep your sense 0f halence? 1 Yes, very frequently. 2 Often. 3 On occasion. h Very rarely. Does;your job give you a zest for life? 1 Almost always. 2 Generally. 3 Often. h Sometimes. 5 Very rarely, if ever. Do You ever wonder where you are going in life? I often wonder. I sometimes wonder. I seldom wonder. . No, I'm sure where I'm g01ng. l DC '~’ V o n I ...“. a . s . O . ‘ . . . O . _ v ‘ ‘ . i . r» 7“. v . . ‘1 g _ . ”r“ I: “V2 _ . ‘ . ~1-u1 I . . 2 ‘ e . l ’“ ‘1‘ I C . e ‘I ‘ J ' \ . 111' ., l ’1‘ v\ I a - w y. C C ‘ I .. .\ . .1 A o . D I 0 _ . . ‘ ‘ ‘ s \ . .\ . . , 1,‘ - '.".‘. . 44 . a c . 1 . i ..A W“ v“ r. ' r I O ‘. a O I no 0 )- F. I' . ‘ . ’I O c Q '_. A 9 ‘ . ”a... . . (13) la. it ‘w. (a) (b) Do;you ever feel the need for a new lease on life? I feel this a good part of the time. Ital... Often. 3 Now and then. h Very rarely. How often do you feel the need to re-evaluate yourself? Very frequently. Often. Occasionally. Seldom or never. lp—l In your work, are you required to do some things which you consider to be ethically or morally wrong? 1 No, none at all. 2 Very few things. 3 A considerable number of things. hf___fA great many things. How do you react to having to do things you consider ethically or morally wrong? 1 Itfbothers me a great deal. 2 It.bothers me considerably. 3 It bothers me somewhat. h It doesn't bother me too much. In the course of your work, do you do things that you feel conflict with your principles? 1 Many things. _2 Some things. 3 A few things. h Practically none at all. How do you feel about doing things that conflict with your principles? 1 It upsets me greatly. 2 It upsets me tremendously. 3 It bothers me somewhat. h It doesn't bother me too much. to deal with people whose actions Some men report that their work requires them Is this true in your work? viOIate their own ethical or moral principles. 1 I have to deal with many such people. . 2 I have to deal with some people like this. 3 I have to deal with few such people. I have pg such people—to deal with. In] U». u" ... MM 53- (a) (b) 5h. 55. (a) (b) 52. (b) How greatly are you disturbed by having to deal with such people? 1 Very little. 2 Moderately. 3 Considerably. h Very much. Are there common practices in your line of work that you personally don't approve of? 1 Yes, many. 2"I—"Yes, some. 3 Only a few. h very few or none. How strongky do you feel about such practices? 1 I strongly disapprove. 2 I have many misgivings. 3 I have some objections. h It is no concern of mine. Are you able to do your work with a clear conscience? 1 No, I feel quite guilty about some of the things I do. 2 I feel some guilt at times. a My conscience is clear for the most part. Yes, my conscience is entirely clear. In your work, are you able to carry out your own ethical and moral principles? 1 I do not have this Opportunity. 2 Occasionally I can. 3 Quite often I am able to. h Most of the time I can. How do you feel about having such an opportunity_in your work? 1 I feel this is very necessary for me. 2 This is quite necessary. > 3 This is not too necessary. h It isn't very important to me. ..., ~ ‘1 ‘ 'ovd. . OCCUPATIONAL AND SOCIAL RELATIONS STUDY This is a request for information. The Social Research Service of Michigan State College is conducting an extensive study of how people look upon their jobs in relation to themselves, their families and friends, and the larger community. Our research to date has shown that there are wide variations among people in this respect and your cooperation will help us greatly in learning more about this important subject. Marv people today feel increasingly the need to know more about the patterns of human relations among representative American men who fill responsible positions. Eyentually the results of this study can provide knowledge which will be partic- ularly useful to those who guide the younger generation. As part of this research, we are asking a number of people in different occupao tions to fill out this questionnaire. It is not a test in any sense. There are no "right" or "wrong" answers, and you need not-sigE—y'Sur name. We just want you to answer each question in terms of your own-experiences and feelings. Please do not discuss the questions with others until—you are finished. Read each question carefully, then make an x on the line in front of the 935 answer that best describes you or your situation. Even though some of the queen tions may sound very much alike, there are differences between them. It 15 impor- tant that you answer all of the questions. Thank you for your cooperation. All information obtained/will be considered strictly confidential and will be under the exclusive control of the Social Research Service of Michigan State Col- lege. All data will be treated statisticallyand no attempt will be made to identify specific individuals.1 MICHIGAN STATE COLLEGE SOCIAL RESEARCH SERVICE M Note to respondents: In order to save you time, we are only asking you questions about a few of the important aspects of a job; Other people are filling out different questionnaires which will give us information on other important features of occupations which are not included here. . :gr' 1C 2 65...." v I ‘,.._l \“ l"’|"’\ C?‘ U] l. L 3. 7. What is your age? 1 25 or under 2 26 - 35 3 36 - hS h L6 - SS 5 56 - 65 6 Over 65 What type of business or profession are you in? (If manufacturing, please state what your firm makes. what your firm sells. If professional or other kind of service, 3 specific as you can.) the nature of the service. In other words, be a What is the full name or title of your position? please state What would you say are the thre Your position? 1 2 3 1.1.?" long have you held this position? 1 less than 1 year. 2 l,-°2 years. 3 '3‘; 5 years. b 6 - 10 years. 5 more than 10 years. Are You married at the present time? 1 Yes. 2 No. HOW'many dependents do you have (including wife, e most important duties or responsibilities of children, parents, others)? If sales, please indicate 8. Do your wife or children contribute financially to the support of your family? I 1 Yes. 2 No. 3 I have no family. 9. What is your approximate annual family income? 1 L853 than.’3000p 2 $3000 - 8&999. 3 35000 - 371499. h .7500 ” .9999. 5""'"810,ooo - 81h,999. 6 815,000 or over. M) Z II (9) L (a) In your work, do you have the opportunity to associate with people with whom you have common interests? 1 _Yes, this is particularly true of my"work. 2 _There is quite a bit of opportunity for this in my work. 3 There is some opportunity for this in my work. h_ There is very little opportunity for this in my work. Do you feel it is important to have common interests with the people with whom you work? 1_Yes, very important. 2 *Of considerable importance. 3 Of some importance. h: Of lit tle or no importance. Do the people with whom you work get along well with each other? 1 They get along extremely well. 2 They get along quite well. 3 They get along fairly well. h_ They don't get along too well. 5 They don't get along well at all. Is it important to you that the people with whom you work get along well with each.other? 1 Extremely important. 2 Quite important. 3 Of some importance. b Not important to me. DO you find it harder to make friends now than it used to be? 1 Very much harder. 2 Somewhat harder. 3 About the same as always. h A little easier. 5 Much easier. How important is it to you to be able to make friends easily? 1 _Extremely important. 2_ Quite important. 3 Of some importance. h* Not important to me. DO you have disagreements and conflicts with the people with whom you come in contact in your work? 1 Very often. 2 Frequently. Sometimes. Seldom or never. '7‘» as: 5. L (a) 0)) Are such disagreements and conflicts 'disturbing to you? They disturb me tremendously. They bother me a great deal. They bother me somewhat. They don't disturb me. TIT Do you deal with people in your job who sometimes work against your best interests? 1 Yes, I deal with many people like this. There are some people like this. There are a few people like this. I deal with no people like this. Iml 3“— h What is your reaction when you find people working against your best interests? 1 It disturbs me tremendously. 2 It bothers me a great deal. 3 It bothers me a little. h It doesn't bother me. Are the people with whom you come in contact in your work the kind of people you would like for friends? To a very great extent they are. To a considerable degree they are. 3 To a limited extent they are. h They are not at all. lH IN DO you prefer that they be this kind of people? 1 I very much prefer that they be this kind. 2 Some what prefer this kind. 3 It doesn't matter to me. u I prefer that they not be this kind. ‘- IS a great deal of diplomacy required on your job in order to prevent hard feelings and conflicts from arising? 1 Yes, this is very true of my job. This is quite true of my job. This is true of my job to some extent. 11 This is not at all true of my job. 3 and hard feelings among those with whom.yo “I”! ' h vs Are you bothered by conflict u a contact? 1 Very much so. Considerably. 3 Somewhat. h 'Little or not at all. MI h m. ll, (a) gow'gould the people with whom you work act toward you when the chips are really own 1 Show true friendship and become even closer. 2 At least make some friendly gesture. 3 They would neither help nor hinder me. h They wouldn't stand by me and.might even turn against me. How important is it to you to have people whom you can count on under these conditions? 1 It is very important to me. 2 It is of considerable importance. 3 It is of some importance. h It is of little or no importance. Do you have an easy-going and friendly relationship with the people with whom you work? 1 Yes, very much so. 2 In large part. 3 To some degree . h Not at all. How much does (would) it bother you to work in situations where you don't have this relationship? 1 It disturbs me tremendously. 2 It bothers me a great deal. 3 It bothers me a little. h It doesn't bother me. Are the people with whom you work the kind of people you like to see socially outside working hours? To a very great extent. To some extent. To a limited extent. h Not at all. "The best sort or job is one in which the people with whom.you you like to see socially." U]n]b4 work are the kind 1 I agree very much with this statement. 2 I agree to a considerable extent. 3 I agree somewhat. I disagree with the above statement. lc—l Are the people that you work with difficult to get to know? 1 Most of them are. 2 Many of them are. 3 Some of them are. h Very few are. p. U. M. 15. (a) (a) Do you consider it important to work with people whom it is easy to get to know? 1 very important. 2 Of considerable importance. Of some importance. Of little or no importance. I How close do you feel to the people with whom you work? 1 Extremely close. Quite close. 3 Not very close. h we're not close at all. Do you prefer a job where you can feel close to the people with whom you work? 1 I very much prefer this kind of job. I somewhat prefer this kind of job. 3 This makes little difference to me. h” I prefer not having this kind of job. —_ H Do other people understand the problems you face in your work? 1” To a great extent. 2: To a considerable extent. 3“ Somewhat. Is it important to you to have others understand your problems? 1 Very important. Of considerable importance. Of some importance. Of little or no importance. How often do you take part in griping sessions? 1 Frequently. 2 Occasionally. 3 Seldom. h Never. Some people say that the griping sessions make them feel better. Is this true in your caSe? 1 ”Very true. 2 “Quite true. 3 _—Somewhat true. b _No, this isn't true. our work? DO you unburden yourself to other people about the problems you face in y 1 Frequently. 2_ ”Occasionally. 3 _Seldom. h Never. 1L (a) W (a) 19' (a) How important is it to you to have people to whom you can unburden yourself about these matters? 1 Very important. Of considerable importance. Of some importance. Of little or no importance. Do you find that other people are willing to listen to your problems? 1 Yes, most are. 2_Hany are . 3 A few people are. h Almost nobody is. Are there people who are genuinely concerned about the difficulties you encounter in your work? 1 Many are. Some are. 3 Only a few are. L Nobody is. IN Is it important to you to have other people genuinely concerned about your difu ficulties? Very important. Of considerable importance. Of some importance. Of little or no importance. is" Are there people who try to make you feel better when you are worried or upset about your work? Someone always does. Usually someone does. Occasionally someone does. No one ever does. I 4'1"me 13 it important to you to have such people around? 1 Very important. Of considerable importance. Of some importance. Of little importance. 3 h 2—_— How much of the time do you feel the; you have nobody to talk to about the difficulties you face in your work? 1 Most of the time I feel that way. '2 A good deal of the time. Once in a while. I hardly ever feel that way. 3——-—— h Il.‘ (O N. fl. 2. 19. (b) (a) (a) (a) ,Does the organization provi snides in your work? Do you find it is worthwhile to talk to others about your difficulties? I find it very much worthwhile. Quite worthwhile. Somewhat worthwhile. I don't find it worthwhile. T 3___ 1. Do the people you know encourage you to talk about problems connected with your war 1 Very often. 2 Frequently. Occasionally. h Seldom or never. lwl Do you like to be encouraged to talk about your problems? 1 Often. Sometimes. Seldom. Never. 1:3 Are the things that bother you in your work the kind of things that can be discussed with others? 1 Most of them are. 2 Some of them are. 3 A few of them are. h Hardly any of them are. Does it bother you when the problems in your work are the kind which cannot be discussed with others? 1 Yes, very much. 2 It bothers me somewhat. 3 It bothers me very little. It doesn't bother me at all. 12‘ People vary in the extent to which they talk about the problems connected with their work. How do you compare with others on this point? 1 I talk much more about my problems that others. I talk a little more about my problems that others do. about the same as others do. 3 I talk about my problems h I talk a little less about my pfbblems than others. 5 I talk much less about my problems than others do. [0 de adequate "blue prints" and directives to serve as ' 1 Yes, in almost all instances. 2 This is generally true. 3 At least to some extent. h No, I have no such guides. 23. (b) (b) 50 (a) (b) %. Do you think that having guides of this kind is necessary? 1 Yes, very much so. 2 They help me considerably. 3 They may be of some help. h I don't think they help much. In your work, do you find that there are persons who are unwilling to give help in situations where it is needed? 1 There are many such persons. 2 There are some such persons. 3 There are a few such persons. “...... There is no one like that. How important is it that people be willing to give help in situations where it is needed? 1 Very important. 2 Quite important. 3 Not too important. h Not important at all. m Do rcu got tho "run-around" when you approach others for assistance? 1 This is definitely the case. 2 I often find.this is true. 3 Sometimes this is true. b No, I always get the assistance I need. How much does (would) it bother you to get the run-around? Extremely. 2 Quite a lot. 3 Somewhat. h Not very much. lH when your work load is especially heavy, are there others who are willing to pitch in and help out? 1 Always. ' A good part of the time. 2 3 Sometimes. h Very rarely. When you seek the advice of others about your work, do you get conflicting Opinions from different people? 1 No, never. 2 Only occasionally. 3 Frequently. 1. Most of the time. off; “by t: F? A‘l‘ J (W 2% (b) When faced with conflicting opinions, 1 It bothers me a great deal. 2 It bothers me considerably. 3 It bothers me somewhat. h It doesn't bother me. 2& in your work? 1 Much more . 2 Somewhat more. 3 Not much more. h Nothing more. 8. 1 Very effective as a rule. 1 Usually not. 2 Sometimes I c an. 3 Usually I can. 1.— I always can. (b) 1 Very important. 2 _Quite important. 3 Fairly important. h Not very important. 31. connected with your work? 1 Yes , always . 2 Usually I do. 3 Sometimes I do. h I seldom do. 2 Fairly effective as a rule. 3 Rather uneffective as a rule. h Very uneffective as a rule. Do you know to whom you can turn when you need advice 0 Is it important to you to have someone to ’0 how do you feel? Do you feel that more could be done to assist you in meeting the difficulties When you do receive help from others, is it an effective sort of help? Can you count on the co-operation of others in doing your job? How important is it to you to have such co-operation from others? r help with a problem urn to for advice or help in your work? 1 It is of great importance. 2 It is of considerable importance. 3 It is somewhat important to me. h It's not important to me. U) fl. 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Newspaper Articles: New York Times, Monday, Feb. 10, 19h7, p. 20. New York Times, Feb. 11, 19h7, p. 29. A" 551(154 fob 25 ‘56 "7:? 1.835% LimA wu’1 8 E3 . ., ‘ g (.4, f.) \‘t' (’1 INTER- LIBRARY LEAN FEB 4 '56 -—II, ‘ {T :- ‘1 1,". ‘11 IA - --.: I 5.;51'1LY o " {:8 3193, C :27 :77 MAR 1 . 53 I-.. 7: d; - v - -——_— n—~«. Mr... "‘" ‘ “r: ...... wt? “Hp—196+“? My.