FHE RELATEQN$HIP MN DGGMATISM QF PRLNCIFALS MD TEACfi-ERS AND 'FEACHER-S' MORALE EN TWELVE SELECYED QECQNDARY SCHQGLS EN MICHIGAN ”and: fioo Gila Dagxm cu? Ed. D. MICHEGAN STATE UNEYEBSETY ‘1. fl . r?“ ,._ «a Lac: weer: 1966 LIDR/11\1 IlIIlIIIIIIIII!!!IIIIIIIIHIIIMINIMUM/III!IIIHIIIIIIIIL L” 923 03077 —'— “1m ' .3 This is to certify that the thesis entitled The Relationship Between DOgmatism of Principals And Teachers and Teachers' Morale in Twelve Selected Secondary Schools in Michigan presented by James Eddie Green has been accepted towards fulfillment of the requirements for Ed. D. degree in EducatiOn (2% Zo/é:/ Major professor Date June 3, 1966 ABSTRACT THE RELATIONSHIP BETWEEN DOGMATISM OF PRINCIPALS AND TEACHERS AND TEACHERS' MORALE IN TWELVE SELECTED SECONDARY SCHOOLS IN MICHIGAN fl od' " \ \E’ w by J? Ed7Green Statement of the Problem This research attempted to determine if dogmatism of teachers and principals was related to teachers'» morale and principals' perceptive ability. The Sample The six most closed—minded and the six most open- minded principals participating in the 1965—66 Extern Program offered by Michigan State University, who had been in their present positions one or more years and their teaching staffs were selected for study. There were 581 teachers, 206 male and 175 female, involved in the study. And 208 were open-minded, the others were closed-minded. Instrumentation PrincipalsI and teachers' dogmatism were measured by Rokeach's Dogmatism Scale: open-minded teachers J. Ed Green _2_ received a score less than 139 and closed—minded a score exceeding 139. Teachers' morale was measured by Suehr's Teacher Morale Form: high morale teachers received a score less than 1.90 and low a score exceeding 1.90. Principals' perceptive ability was measured by the Leader Behavior Description Questionnaire which was developed at Ohio State University. Principals whose score showed like discrepancy when compared with their teachers' were con- sidered perceptive. All three tests met the standard critera for validity and reliability. Hypotheses and Findings Six major hypotheses stated in the null form were tested. Two-way analysis of variance was used to test hypotheses one, two, and three. And Chi-square Contingency Tables were used to test four, five, and six. Alpha, the level of significance was set at .05. H01: There is no difference between open- and closed-minded teachers' level of morale. The hypothesis was rejected. Open—minded teachers had higher morale. H : Regardless of teachers' dogmatism, teachers with open—minded principals do not have J. Ed Green -3- higher morale than teachers with closed— minded principals. The hypothesis was accepted. Principals' dogmatism was not related to their teachers' morale. Teachers whose dogmatism is like their principals do not have higher morale than teachers whose dogmatism is different than their principals. The hypothesis was accepted. Open-minded teachers with open-minded principals did not have higher morale than open-minded teachers with closed—minded principals. And closed-minded teachers with closed-minded principals did not have higher morale than closed-minded teachers with open- minded principals. Teachers' dogmatism is not related to their principals' dogmatism. The hypothesis was accepted. Open-minded principals did not have more open- than closed-minded teachers on their staffs. And closed-minded principals did not have more closed- than open-minded teachers on their faculties. Conclusions J. Ed Green -4- There is no difference in how high and low morale teachers rate their principals on leader behavior. The hypothesis was re- jected. High morale teachers rated their prin- cipals higher on leader behavior. There is no difference between open- and closed-minded principals estimates of their leader behavior as they believe it to be perceived by their teachers. The hypothesis was accepted. Open-minded principals were not more accurate than closed-minded principals in estimating their leader behavior as they believed it to be perceived by their teachers. Within its limitations, this study warrants the following conclusion based on findings of the hypotheses tested and the replication part of Suehr's study: 1. Dogmatism, part of a person's personality which intimately affects how he views the world and others around him, is related to a teacher's J. Ed Green -5- level of morale: open-minded teachers have higher morale than closed—minded. What teachers think of their principal as a leader is important to morale: teachers with high morale tend to rate their principals' leadership ability higher than low morale teachers. Principals' open— or closed-mindedness was inde- pendent of teachers' level of morale. Open—minded principals did not have more open- minded than closed—minded teachers on their staffs. And closed-minded principals did not have more closed-minded teachers. Principals‘ degree of dogmatism had no effect on their ability to estimate how their teachers perceived their leader behavior. Teacher morale varies with sex, experience in teaching, stubbornness, self-confidence, and sensitivity to criticism: the teachers with the highest morale are female, a beginning teacher or one with six or more years experience, not stubborn; she received adequate love and atten- tion in childhood, is not too self-confident, and is not as sensitive to criticism as the low morale teacher. 7. J. Ed Green -6- Teacher morale is related to teachers realiza- tion of fullest potential in teaching and feel- ing of fatigue at the end of the school day: low morale teachers not only feel more tired at the end of the day's work, they feel they are not realizing their fullest potential in teaching. 8. Dissatisfaction of teachers with parents, children, faculty meetings and channels of communication indicate that human relation is a central determiner of morale. Recommendations for Further Study 1. Morale studies need to be conducted evaluating student morale under open- and closed-minded teachers. Studies should be designed to examine how teachers' and students' morale and open- or closed—mindedness affect students' academic achievement and behavior. Since open-minded teachers are more likely to have higher morale than closed—minded teachers, studies should be conducted to determine the methods whereby closed-minded teachers' morale can be improved. J. Ed Green -7- Open— and closed-minded principals of recognized innovative or conservative schools should be identified, and morale studies conducted to see if the principals open— or closed-mindedness is related to their teachers‘ morale. Studies need to be designed to determine why male teachers have lower morale than female teachers. This issue needs careful exploration to determine honesty of reporting because it may well be that male teachers are less prone to faking their responses. Future studies might seek to determine the impli— cations of what teachers are really saying when they indicate they are not realizing their "fullest potential" in teaching. Studies should be conducted of other professionals to determine what percentage of the members of a given profession feel they are realizing their fullest potential in that profession. And the results compared with those of teachers. THE RELATIONSHIP BETWEEN DOGMATISM OF PRINCIPALS AND TEACHERS AND TEACHERS' MORALE IN TWELVE SELECTED SECONDARY SCHOOLS IN MICHIGAN BY 09 ‘ J (1". E5 ‘2 J9 Ed Green A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education 1966 ,4 1 ‘A.-. . J ’l \"V '3 N's-H‘s." I .r I- ,. /~./ .‘t .-'\ l/-»‘ ACKNOWLEDGMENTS The writer wishes to express thanks to the many people who have helped to make the study possible. Special appreciation is expressed to Dr. John H. Suehr who, as committee chairman and a friend, motivated the successful completion of this study. The writer would also like to express his apprecia— tion to each of the other members of his committee for their assistance, to Dr. Fred J. Vescolani whose friend— ship and concern for the writer extends over a period of years, and to Drs. William W. Farquhar and Sheldon G. Lowry. Also, thanks are due to Mr. Bruce Rogers for his invaluable assistance in helping to organize and analyze the data, and to Mr. Bruce Tracy who edited the manuscript. Special thanks are due to the writer's wife, Joannie, for her love and encouragement, and to Mom and Pop James who have helped the writer fulfill one of his ambitions. May, 1966 J. Ed Green ii TABLE OF CONTENTS Chapter I. II. III. INTRODUCTION . . . . . . . . The Problem. . . . . . . . Statement of the Problem . Purpose of the Study . . . Scope and Limitations. . . Assumptions. . . . . . . . Definitions. . . . . . . . Hypotheses . . . . . . . . Overview . . . . . . . . . RELATED IDEAS AND LITERATURE Some Definitions of Morale Some Factors Affecting Morale. Dogmatism. . . . . . . . . Theoretical Framework of Perception. Summary. . . . . . . . . . DESIGN OF THE STUDY. . . . . The Sample . . . . . . . . Instruments. . . . . . . . l. Dogmatism Scale. . . 2. Leader Behavior Description Questionnaire. . . 3. Teacher Morale Form. iii Page 10 10 ll 22 23 25 26 26 29 29 31 33 Chapter 4. Ten-Item Correlation Questionnaire Preparing for Computer Analysis. . . . . Summary. . . . . . . . . . . . . . . . . IV. ANALYSIS OF RESULTS. . . . . . . . . . . . Findings of the Study. . . . . . . . . . A. Hypotheses . . . . . . . . . . . . B. Correlation Items. . . . . . . . . C. Morale Factors . . . . . . . . . . Discussion of the Findings . . . . . . . Summary of the Results . . . . . . . . . V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. Summary. . . . . . . . . . . . . . . . . Conclusions. . . . . . . . . . . . . . . Recommendations. . . . . . . . . . . . . BIBLIOGRAPHY . . . . . . . . . . . . . . . . . APPENDICES . . . . . . . . . . . . . . . . . . iv 39 40 41 41 43 48 51 60 61 61 63 65 68 73 Table LIST OF TABLES Kendall's Coefficient of Concordance Among Ranks of Judgments of Teacher Morale Items (Seven Percent Sample). . This rank order correlation shows how well teachers rated the teacher morale in their schools (Item 4 on the Teacher Morale Form) with the total morale in that school. . . . . . . . . . . . . . Page 36 37 Appendix LIST OF APPENDICES Ten—Item Correlation Form Questionnaire. . 74 Teacher Morale Form. . . . . . . . . . . . 75 Dogmatism Scale. . . . . . . . . . . . . . 77 Leader Behavior Description Questionnaire. 81 Instructions for Principals in Filling Out the Leader Behavior Description Questionnaire. . . . . . . . . . . . . . . 85 Letter to Teachers . . . . . . . . . . . . 86 Guidelines for Scoring the Teacher Morale Form . . . . . . . . . . . . . . . . . . . 87 Analysis of Variance and Chi-Square Con- tingency Tables. . . . . . . . . . . . . . 109 vi Chapter I INTRODUCTION Each academic year, Michigan State University con- ducts an Extern Program for school administrators in Michigan. Monthly week—end meetings at Gull Lake, Higgins Lake, or St. Mary's Lake provide an informal setting to discuss educational problems. The program aims to help practicing administrators effectively and efficiently perform their tasks. In this descriptive study, utilizing the secondary school principals participating in the 1965-66 Extern Program and their teachers, the relation- ship between dogmatism of principals and teachers and teachers' morale was determined. And hopefully, the findings will help the staff members of Michigan State plan further Extern Programs. The Problem Few would deny that morale is related to job effec- tiveness. Industry spends millions of dollars annually to positively stimulate employee morale, while colleges and universities preparing people for supervisory positions increasingly attempt to develop skills in human relations. So if high morale is essential to an effective organization, factors that affect morale should be identified. Accord— ing to Rokeachl, a single aspect of personality, dogmatism, determines how a person views the world and others around him. And we may assume, of course, that a person's view of others and of the external world will influence his morale. So this study is designed to determine whether dogmatism of principals and teachers is related to teacher morale. Statement of the Problem Is teacher morale related to the dogmatism of teach— ers and/or principals? And does a principal's dogmatism affect his accuracy in perceiving how his teachers eval- uate his leadership? To clarify theoretical bases for the problem, though already implied, several studiesz’3’4’5 lMilton Rokeach, The Open and Closed Mind, (New York: Basic Books, 1960), pp. 29-97. 2Howard Ehrlick, "Dogmatism and Learning," Journal of Abnormal and Social Psychology, Vol. 62, (1961), pp. 148—49. 3C. Gratton Kemp, "Changes in Patterns of Personal Values in Relation to Open-Closed Belief Systems," (unpub- lished Doctoral Dissertation, Michigan State University, 1957). 4C. Gratton Kemp, "Influence of Dogmatism on the Training of Counselors," Journal of Counseling Psychology, Vol. 9 (1962), pp. 155—57. 5F. A. Powell, "Open and Closed-Mindedness and the Ability to Differentiate Source and Message," Journal of Abnormal and Social Psychology, (1962). observing how open- and closed-minded individuals function in specific situations agree that open-minded people in general perceive their surroundings more accurately. Purpose of the Study, The specific purpose of this study is to determine the relationship between dogmatism of secondary school principals and their teachers and teachers' morale. And how dogmatism affects principals' perceptive ability. Since the Michigan State University Extern Program was designed to help practicing school administrators become more effective in their jobss, the results of this study might suggest future programs. From another perspective, in this study it will be determined whether responses by teachers on a ten—item questionnaire (see Appendix A) taken from Suehr's forty- item correlation formy'tend to validate his findings. The teacher responses to the forty items on Suehr's8 6William J. Early, "An Evaluation and Analysis of the Extern Program in Educational Administration at Michigan State University," (Unpublished Doctoral Disser- tation, Michigan State University, 1961), pp. 171-76. 7John H. Suehr, "A Study of Morale in Education," (Unpublished Doctoral Dissertation, University of Colorado, 1961), pp. 135-181. 81bid., pp. 206—208. Teacher Morale Form (see Appendix B) will be compared as well with the factor analysis results obtained by Jarvis Wotring.9 Finally, it is hoped that the results will stimulate further research. Of course, it can no more than substan- tiate earlier evidence that ways should be developed to help closed-minded individuals become more open-minded. Scope and Limitations The sample was limited in that only those principals participating in the 1965-66 Extern Program who had been in their present positions at least one year were con- sidered. And of these, only twelve principals were chosen, the six most open—minded and the six most closed-minded as determined by the principals' scores on Rokeach's Dogmatism Scale (see Appendix C). The study is further limited because the principals and teachers studied came from schools which are not representative of public secondary schools in Michigan: e.g., three schools have 1100 or more students, seven have 450—1099 students, and one has 250-449 students. Inferences may be drawn from these results only to the population studied. 9Jarvis C. Wotring, "Teacher Morale and Evaluation of Teachers," (Unpublished Doctoral Dissertation, Michigan State University, 1965), pp. 90-91. Assumptions The following assumptions are made in this study: 1) teacher morale is important; 2) free responses, spe- cifically Suehr's10 Teacher Morale Form, can satisfactorily assess morale; and 3) the Rokeach Dogmatism Scale, yielding a continuum of scores ranging between open— and closed- mindedness, accurately measures the rigidity of a person's belief—disbelief structure. Definitions The following definitions are presented to clarify and limit the pertinent terms of this study: Teacher Morale -- Feelings and attitudes a teacher has toward satisfaction of personal needs, administrative policies and practices, and satisfaction with tasks performed to attain the goals of the organization. And morale can be measured by Suehr's Teacher Morale Form, scores may range from .00 to 4.00, from high to low morale. High Morale Teacher -- The teacher whose mean raw score on the Teacher Morale Form lOSuehr, pp. cit., pp. 206-208. is less than the mean for all teachers, 190. Low Morale Teacher —— The teacher whose mean raw score on the Teacher Morale Form exceeds the mean for all teachers, 190. Dogmatism —- An authoritarian outlook on life, a resistance to new ideas, an intol- erance toward those with opposing beliefs, a rigidity in the belief-disbelief system. Open-minded Teacher —- The teacher whose raw score on the Dogmatism Scale was less than 139. Closed—minded Teacher —— The teacher whose raw score on the Dogmatism Scale exceeded 139. Leader Behavior (see Appendix D) —- Descrip- tion of the leader on two dimensions of the Leader Behavior Description Questionnaire: Initiating Structure and Consideration. a) Initiating Structure -- The leader's success in delineating the relation— ship between himself and members of the work group, and in defining clear patterns of organization, and proce- dural methods. b) Consideration -— The leader's ability to encourage friendship, mutual trust, respect, and warmth in his relation- ship with his staff. Prinqipal's Perceptive Abilipy — The prin- cipal's accuracy in estimating how his teachers perceive him on two dimensions of the Leader Behavior Description Questionnaire, Initiating Structure and Consideration. Extern Program —- A series of monthly sem- inars offered to practicing administrators by Michigan State University; the meetings are held in informal settings at Higgins Lake, Gull Lake, St. Mary's Lake, and the Michigan State University campus. Sensitivity Trainigg -- A method for studying group processes, where individual problems are freely discussed in the group so that each participant may examine and diagnose his ideas and feelings about himself and others. And if necessary, to adjust his behavior accord- ingly. Hypotheses Six major hypotheses related to dogmatism, teacher morale, principals' perceptive ability, and teachers' perceptions of their principals' leader behavior were tested within the study. Hypothesis Hypothesis II: I: Hypothesis III: Hypothesis IV: Hypothesis V: Open—minded teachers have a higher level of morale than closed-minded teachers. Teachers with open—minded prin- cipals have a higher level of morale than teachers with closed- minded principals. Open—minded teachers with open- minded principals have a higher level of morale than closed- minded teachers with closed- minded principals. Teachers' dogmatism will be sig- nificantly related to their prin- cipals' dogmatism. High morale teachers rate their principals higher on leader behav- ior. -9- Hypothesis VI: Open-minded principals' esti- mates of their leader behavior as they believe it to be per- ceived by their teachers will be more accurate than closed-minded principals' estimates. All hypotheses are restated in the null testable form in Chapter IV. Overview This study is organized into five chapters. Follow— ing this introductory chapter, a review of the relevant literature is presented in Chapter Two, including theoret— ical statements and constructs concerning morale and dog- matism. In Chapter Three, the design, the sample, the instruments, and the procedure are presented. Analyzed and discussed in Chapter Four is how the differences between open-minded and closed-minded teachers and principals, as well as the variables of teachers' perceptions of principals and sex of teachers, relate to teacher morale. And in Chapter Four, the findings in the ten-item questionnaire are compared and related to those in Suehr's study. Also, how the factor analysis results of the Teacher Morale Form relate to Wotring's study are discussed. And in Chapter Five, an over-all summary of conclusions with implications and recommendations for further research are given. Chapter II RELATED IDEAS AND LITERATURE Studies of morale stand at variance on several scores. They differ over vocabulary —— what some call morale, others call solidarity, esprit de corps, integra- tion, cohesion, cohesiveness, adjustment, we-feeling, task satisfaction, group identification, absence of con- flict, feeling of happiness, ego-involvement, or zeal in performance of work. These studies also vary in describing the content and logical form of morale: to some, it is the ability of a group to stick together under adverse circumstances; to others it is the inter- nalization of a personal or group goal; and to still others, it is a measure of the satisfaction or need- reduction individuals experience in a social relation- ship. Some picture morale as an individual's state of mind, while others believe it is a group phenomenon. And from an administrative point of view, some look to morale to balance the organization's requirements with the needs of the individual. Some Definitions of Morale Stagner defines morale as an individual-group relationship. He writes: -10- -11- High morale exists when the individual perceives himself as a member of the group, and perceives a high probability of achieving both individual and group goals through a course of action. 1 Katz and Lehner define morale as the capacity and willing- ness to carry out a task with determined, loyal coopera- tion, while at the same time experiencing a sense of per- sonal satisfaction and well being.2 In French's study of group relations, morale is defined as: The conditions of a group where there are clear and fixed group goals that are felt to be important and integrated with individual goals; where there is confi- dence in the attainment of these goals, and subordinately, confidence in the means of attainment, in the leaders, associates, and finally in oneself, where group actions are integrated and cooperative, and aggression and hostility are expressed against the forces frustra- ting the group rather than toward other individuals within the group. 3 Roethlisberger, discussing morale within a business organ- ization, imagines it is a state of health: It is our thesis that what physical health is to a physical organism, morale is to a cooperative system. Lack of morale, lRoss Stagner, "Motivational Aspects of Industrial Morale," Personnel, Vol. II, (Spring, 1958), pp. 64-65. 2B. Katz and G. F. Lehner, Mental Hygiene in Modern Living, (New YOrk: The Ronald Press, 1953), pp. 263-74. 3John French, Jr., "The Disruption and Cohesion of Groups," Journal of Abnormal and Social Psychology, Vol. 36, (July, 1941), p. 376. -12- like lack of health, cannot be reduced to some one simple cause. Just as prob- lems relating to health require a simple and useful way of thinking about the physical organism as a physico-chemical system, so an understanding of problems relating to morale requires a simple and useful way of thinking about human beings in their associations with one another as a social system. 4 But H. W. Holmes, looking at morale somewhat differently, equates it with moral courage: Morale is more than hope and eagerness for victory or achievement; it may be grim; it means commitment . . . but morale as I think of it, is exactly what I should mean by moral courage. 5 Harap indicates that good morale is what makes people secure, unafraid, productive, and loyal.6 So in general, some put an individual and even organic emphasis on morale as a condition of mental and phySical well-being, while others link it with behavior in a group. Some Factors Affecting Morale Morale went practically unrecognized prior to World 4F. J. Roethlisberger, Management and Morale, (Massachusetts: Harvard University Press, 1962), p. 192. Henry W. Holmes, The Road to Courage: Sources of Morale in Men and Nations, (New York: Alfred A. Knapf, 1943), p. 250. 6Henry Harap, "Morale Isn't Always a Question of Salaries or Class Load," Nation's Schools, Vol° 63, (June, 1959), p. 55. -13- War I. And it was after World War II that educators began to give it much attention; even in 1952, Oppenheimer and Britton7 could report that educators paid morale less attention than deserved. In 1957, Redefer8 criticized the available morale research in education, citing indusa trial research as a desirable example to follow. And yet, during the last two decades much has been written about morale, particularly how to improve it. The factors as identified by these studies, which influence teacher morale, include freedom of the teacher to plan his own work, salary, quality of professional leadership, oppor- tunity to participate in educational planning and policy- making, good retirement and pension plans, emergency leave policies, and the adequacy of physical facilities. In this chapter, the following five general factors influ- encing teacher morale are discussed: 1) Communication, 2) Participation and Recognition, 3) Economic Rewards, 4) Leadership, and 5) Human Relations. Communication Most studies in this area agree that good communication 7J. J. Oppenheimer and Joseph H. Britton, "Faculty Morale," Journal of Higher Education, Vol. 23, (October, 1952), p. 386. 8Fredrick L. Redefer, "Factors That Affect Teacher Morale," Nation's Schools, Vol. 63, (Feb., 1959), pp.59-62. -14- is vital to both developing and maintaining high morale. But studies defining this process of conveying information, explaining the tie between symbol and thing symbolized, diverge widely. Of course the symbol never equalized the symbolized —- the map is not the territory -- and nothing but confusion comes of dealing with words as if they were things. Communication generally implies transmission of material, reception and comprehension, and acceptance or rejection. Beyond the nature of the material trans- mitted, the emotional climate, the attitudes, loyalties, and feelings of support which accompany the transmission of cognitive material affect how another person perceives it. Good morale, then, depends partly upon good communi- cation: we must communicate in order to project goals, to establish paths toward them, and to evaluate our pro- gress. At least three features of communication help us to better understand morale. First, communication may be non-verbal as well as verbal; e.g., actions speak louder than words.9 And the administrator whose "door is always open" may yet discourage teachers' communications by impatience or aloofness. Second, communication must be 9Donald E. Tope, "Equipping the School Administrator for his Task," The Social Sciences View School Administra- tion, Don Cooper, editor, (Englewood Cliffs, N.J.: Prentice— Hall, 1965), p. 25. -15- reciprocal. Roethlisberger10 suggests that while most communication originating with the administrator concerns tangible matters, communications to the administrator from employees are usually concerned more with intangible mat— ters: feelings, sentiments, and personal problems. Such intangibles can be heard but not seen; and when they have been heard and elicit no response, barriers arise. Clearly, then, two-way communication between administrators and teachers about teachers' feelings and attitudes is neces- sary if teachers are to develop desirable attitudes. Third, communication directly implicates the individual's past experiences, his needs, values, motives, fears, and expectations. An administrator should allow teachers to "come alive" in communicating with him so his perceptions of them will be more nearly accurate.ll As Shapiro12 found, morale is high when principals' perceptions of teachers conform generally with teachers' perceptions of themselves, and when a principal misunderstands teachers' 10 Roethlisberger, op. cit., pp. 178-206. 11W. C. Trom, "Group Processes," Encyclopedia of Educational Research, C. W. Harris, editor, (New Yerk: MacMillan, 1960), pp. 602-611. 12David N. Shapiro, "A Comparative Study of Principals‘ Perception of Teachers and Teachers' Perceptions of Them- selves as Revealed in a Teacher Morale Inquiry," (unpub- lished Doctoral Dissertation Abstract, New YOrk University, 1962), 22:4275. -16— feelings, morale deteriorates. Participation and Recognition Faulkl3 pointed out that one of the best ways to boost morale is to involve the whole faculty in solving common problems. And most other studies support what Faulk determined about teacher involvement. Lippitt and White14 demonstrate experimentally that participation in policy-making correlates positively with high morale. Likewise, Cock and French's15 study of resistance to industrial change indicated that when workers helped plan the change their morale was higher. Apparently all humans want to be recognized and respected. Studies of employee-employer relations in industry and business have repeatedly emphasized that employees in all positions, whatever their salary, must receive the recognition and respect they feel they deserve to achieve full satisfaction in their work and consequently their maximum production output. Probably more than 13Harry R. Faulk, "Improving Staff Morale," Educa— tional Executive Overview, Vol. 3 (February, 1962), p. 62. 14R. Lippitt and R. White, "An Experimental Study of Leadership and Group Life," Reading in Social Psychology, T. Newcomb and E. Hartley, editors, (New York: Holt, 1952), pp. 340-354. 15L. Cock and J. French, Jr., "Overcoming Resistance to Change," Human Relations, Vol. 1, No. 4, pp. 512-32, 1948. -17- industrial workers, teachers need recognition and satis- faction in carrying out their responsibilities. The very nature of a teacher's work denies him clear, indisputable proof of his effectiveness: he deals with intangible human qualities. Many a teacher's frustrations might be traced back to this fundamental problem. Snowl6 says: ”In effect the teacher is steering a ship in semi-darkness with a compass he can scarcely see." This unavoidable frustration certainly affects a teacher's attitudes and self-concept. Teachers live in a society valuing achieve- ment, but, they have few opportunities to verify their achievements. Even though a physician never claims full credit for his patient's recovery, he at least has the gratification of patients voluntarily continuing to seek his services, ready to pay for them. On the other hand, a teacher can seldom enjoy the knowledge that his clients come to him freely: repeat visits signify failure. But teachers and administrators may be able to move from deal- ing with the intangible to the tangible aspects of human qualities by building a "feedback" system into the organi- zation which allows each person an opportunity to assess his contributions and alter his actions accordingly. 16Robert H. Snow, "Anxieties and Discontents in Teaching," Phi Delta Kappan, Vol. 44 (April, 1963), p.318. -18- Economic Reward Studies of how salary affects morale disagree. For 17 example, Redefer , studying five thousand teachers, and Lowelq studying factory production, place less stress on the importance of salary to morale than studies conducted by Harap19 and Chase20. Disagreements of this nature throw reasonable suspicion on the assumption that economic reward is the sole determiner of morale as some have thought. Elsbree and Reutter point out that: One of the lessons which modern industry has learned is that off-the-job satis- factions,such as wages, vacations, and pensions, are no substitute for on-the- job consideration. Teachers, principals, . . . must find genuine pleasure in their everyday experiences at school as well as out of school or morale will be low despite generous economic rewards. 21 After all, money is a symbol; and whether it represents recognition, respect, and security makes the difference. l7Fredrick L. Redefer, "Teacher Morale and the Quality of Education," Nation's Schools, Vol. 59 (February, 1957), pp. 53-55. 18Joe Lowe, "Five Steps to Higher Morale," The School Executive, Vol. 74, (September, 1954), pp. 54-55. 19Henry Harap, "Many Factors Affect Teacher Morale," Nation's Schools, Vol. 63 (June, 1959), pp. 55-57. 20Francis Chase, "Factors for Satisfaction in Teaching,‘ Phi Delta Kappan, Vol. 33 (November, 1951), pp. 127-132. 21Willard S. Elsbree and E. Edmund Reutter, Jr., Staff Personnel in the Public Schools, (Englewood Cliffs, N.J.: Prentice-Hall, 1954), p. 265. -19_ Leadership Practically all studies reviewed agree that administra- tive leadership is the creative and directive force which sets the climate for morale. Teacher morale surveys have demonstrated the importance of an ego-building, self— enhancing atmosphere in which people feel valued and respected, in which mutual confidence and trust can grow. Gaze22 and Silverman 3 independently determined that a principal's personality and accessibility have considerable influence on teacher morale. And Harap24, surveying twenty school systems, found that low teacher morale is correlated with rigid, unsympathetic administrators, while Schultz25 found teachers identifying their relationship with admin- istrators as the factor most crucial to happiness. Human Relations We might best focus on interpersonal relations in 22Khalil I. Gaze, "The Principal's Role in Developing Staff Morale," High School Journal, Vol. 42 (December, 1962), pp. 87-91. 23Martin Silverman, "Principals -- What are Ybu Doing to Teachers' Morale?" Educational Administration and Super- vision, V01. 43, (April, 1957), pp. 204-210. 24 Harap, "Many Factors Affect Teacher Morale," o . cit., pp. 55-57. 25Raymond E. Schultz, "Keeping Up Teacher Morale," Nation's Schools, Vol. 50 (October, 1952), pp. 53-56. -20_ trying to build high morale. Because of his socialization any person brings to every situation a complex of wishes, frustrations, aggressions, fears, values, expectations. Greenwald26 studied how morale relates to interpersonal and intropsychic factors, finding that many feelings and attitudes seemingly unrelated to the job situation sig- nificantly affect morale. And Suehr's27 study, conducted prior to Greenwald's, found that childhood environment, especially relations with parents, influenced the adult morale of teachers. The differing personal, social, and psychological backgrounds of teachers and administrators produce differing expectations, which in turn affect attitudes. After all, attitudes depend upon how well experiences meet expectations. Beyond the individual's expectations, there are the expectations the situation imposes on the individual. One of an administrator's most difficult challenges remains how to best order individual efforts to achieve administra— tive objectives and simultaneously meet staff needs. 28 Getzels and Guba describe this conflict as challenging 26Albert Greenwald, "A Study of the Relationship of Teacher Morale to Selected Interpersonal and Intrapsychic Factors," (Unpublished Doctoral Dissertation Abstract, New York University, 1964), 24:2810. 7 2 Suehr, op. cit., pp. 134-181. 28J. W. Getzels and E. J. Guba, "Social Behavior and the Administrative Process," The School Review, Vol. 65, (Winter, 1957), pp. 423-436. -21- any equilibrium between nomothetic (organizational) and ideographic (individual) needs within a situation. In a group, a person's satisfactions or disappointments relate to the demands he brings to the situation and the demands the situation makes on him. To maintain his equilibrium, he must resolve these two sets of pressures. So a constant adjusting of what a situation asks of the individual against what that individual wants from the situation pro- vides a simple framework for how to handle people in a business organization.29 Here lies the dynamics of morale: a process of helping each person to fulfill his own needs to the greatest degree that will still achieve the aims of the organization, of helping individuals themselves reach out and touch the chords of their higher reality. Melby3O suggested what high morale could achieve: "People must come alive . . . as individual human beings." He 31 concludes , ”most glorious of all is the individual's opportunity to become all that he is capable of becoming." 29Roethlisberger, op. cit. 3OErnest Melby, Education for Renewed Faith in Freedom, (Columbus, Ohio: The Ohio State University Press, 1959), pp. 21-24. 3lIbid., p. 81. _22_ Dogmatism 32 33,34,35,36 Rokeach and others have indicated that closed-minded individuals may distort situations to satisfy their cognitive and emotional needs. They may avoid syn- thesizing ideas from various sources if these ideas at all endanger their belief-system. Often such people make a judgment and then look for evidence to support it; they accept conclusions which are not threatening, before those which encompass all the facts; in fact, they may simply accept without questions anything presented in the name of some authority. But the open-minded person is oriented to reality. His ability to work with all the ideas presented him strengthens his judgments and evaluations. Since new experiences do not threaten him, he can better appreciate the gravity of what a disturbed employee may reveal, and is less inclined to reject or distort such revelations 32Rokeach, op. cit., pp. 29-97 33Ehr1ick, op. cit., pp. 148-49. 34Kemp, "Changes in Patterns of Personal Values in Relation to Open-Closed Belief Systems,” op. cit. 35Kemp, "Influences of Dogmatism on the Training of Counselors," op. cit., pp. 155-57. 6Treva B. Kirk, "Behavior of Teachers New to a Building in Relation to the Climate of the School and the Dogmatism of the Teacher," (Unpublished Doctoral Dissertation, Michigan State University, 1965). -23.. through his own anxiety. Less threatened by authority, he has no exaggerated need to deceive and conform and can more ably discover what he thinks and feels about impor— tant issues in life. He is in closer touch with reality, so, his associates will likely have confidence in him and feel he is willing to discuss matters of importance with them. Theoretical Framework of Perception Norman37 showed that when one knows his own personal characteristics he makes fewer errors in perceiving others. And Rokeach38 describes the opposite: Conversely, the more closed the belief system, the more difficult should it be to distinguish between information received about the world and information received about the source. He goes on to describe the open-minded person as unencum— bered by irrelevant factors, whether from within or outside: Examples of irrelevant internal measures that interfere with the realistic reception of information are unrelated habits, beliefs, and perceptual cues, irrational ego motives, power needs, and the need for self-aggrandize- ment, the need to allay anxiety, and so forth. By irrelevant external pressures we have in 37Ralph D. Norman, "The Interrelationships Among Acceptance-Rejection, Self—Other Identity, Insight Into Self, and Realistic Perception of Others," Journal of Social Psychology, Vol. 37, (1953), pp. 205-235. 38 Rokeach, op. cit., p. 58. -24- mind most particularly the pressures of reward and punishment arising from the external authority; for example, as exerted by parents, peers, other authority figures, reference groups, social and institutional norms, and cultural norms. So, in general, the open—minded person can evaluate and adjust to the distortions of closed minds. Apparently, then, open-minded principals should be able to accurately judge how others perceive them. And similarly, open-minded teachers should be able to judge how both the principal and other teachers view them. So in schools with open-minded principals and teachers, the relations among teachers and principal should affect the atmosphere of the school, probably even teacher morale. And in schools where either the principal or the teachers, or both, are closed-minded, such psychological defense mechanisms as projecting one's own undesirable personality characteristics on to other people will certainly under- mine the relationship. Sears4O has demonstrated that people who themselves rate high on stinginess, obstinacy, and disorderliness tend to rate others much higher in these traits than those who rate low in the undesirable charac- teristics. This tendency to project, he found, was par- ticularly acute among subjects with the least insight 391bid., p. 57. 0Robert R. Sears, "Experimental Studies of Projection: I. Attribution of Traits,” Journal of Social Psychology, Vol. 7 (1963), pp. 151-163. -25- into their own personalities. So closed-minded teachers or principals who distort more, also project their own undesirable qualities on to others in the school situa— tion, which certainly should affect the morale of teachers in the school. Summary One can find as many definitions for morale as writers defining it. Most appear to say that any environment conducive to equal opportunity —- in a context of freedom, of respect for human personality and dignity -- contributes to that releasing of potential which brings both economic and psychological security, building high morale. This may not require eliminating physical obstacles, but only cultivating one's competencies and the freedom to exercise them effectively against all obstacles, physical and psychological. Dogmatism may well limit how well principals and teachers will interact. And the degree of interaction along with how it is perceived by the participants, may well be the limiting factor to teacher morale. In Chapter Three, the design, instruments, sample, and procedure will be discussed. Chapter III DESIGN OF THE STUDY This study was designed to determine the relation- ship between dogmatism of principals and teachers and teachers' morale. It was also designed to measure how dogmatism of principals and teachers affected principals' perceptive ability. And to compare findings with those of Suehr's study as well with those of WCtring's study. The Sample Twelve secondary school principals in Michigan who have held their present positions at least one year, and who participated in the 1965-66 Extern Program offered by Michigan State University, along with their teachers, form the subjects of this study. 1. Selecting the Sample and Administering the Instruments At the first Extern meeting, September 25, 1965, all sixty secondary school principals were admin- istered Rokeach's Dogmatism Scale (see Appendix C). The six principals with lowest scores constituted the open—minded group, and the six with the highest scores, the closed-minded group. At the second -26- _27- Extern meeting, October 30—31, the twelve prin- cipals were given the Leader Behavior Description Questionnaire (see Appendix D) to score. This questionnaire was adapted to measure how prin- cipals estimated their leader behavior as they believed it was perceived by their teachers (see Appendix E). At the conclusion of the second meeting, the principals participating in the study were given packets containing, in an envelope for each teacher, the Dogmatism Scale, the Leader Behavior Description Questionnaire, Suehr's Teacher Morale Form, a ten-item questionnaire, and a letter (see Appendix F) explaining the purpose of the study. Principals were asked to call faculty meetings during the first week in November to administer the instruments. Each principal was to explain his participation in the Extern Program and report that their school was one of twelve selected for this study. He was to ask for their cooperation in completing the instruments, and then for them to select a staff member who would distribute the envelopes and collect the completed instru- ments. Teachers were to place the instruments they scored in their envelopes, seal them, and give them to their teacher representative, who -28- placed them in the large packet and, after seal- ing it, gave it to the principal the December Extern meeting. Population Involved This study involved 436 teachers to return at and 12 principals. And the twelve schools represented were organized as follows: (1) One school included kindergarten through twelfth grade, with 30 teachers and 675 stu- dents; (2) four schools included grades twelve, one with 26 teachers another with 34 teachers and a third with 28 teachers and seven through and 466 students, 704 students, 650 students, and a fourth with 30 teachers and 715 students; (3) six schools included grades nine through twelve, one with 30 teachers and 610 students, a second with 29 teachers and 650 students, a third with 36 teachers and 735 students, a fourth with 61 teachers and 1162 students, a fifth with 53 teachers and 1130 students, a sixth with 47 teachers and 1175 students; and (4) one school included grades ten through twelve, with 31 teachers and 720 students. Eighty seven percent, or 381 of the 436 teacher sample returned completed instruments (206 males and 175 females). -29- Because eighty percent of Michigan towns have populations smaller than 1700 (1960 Census), the twelve public schools selected are scarcely representative. Inferences from this study will thus be directed to the research population, although many of these conclusions may be valid for the general population in Michigan, as in America. Instruments l. Dogmatism Scale Rokeachlof Michigan State University developed this measure of individual differences in open- ness and closedness of belief-system. He checked the Dogmatism Scale against the §_Sca1e (authori— tarian) and he concluded that the §_Sca1e measured essentially fascistic authoritarianism to the right, not to the left. And so the Dogmatism Scale was developed to measure general authori— tarianism as a pattern of thinking, whether to the right or to the left. It is useful as a mea- sure of individual differences in the personality structure, regardless of political leanings. Milton Rokeach, "Political and Religious Dogmatism: Ikn Alternative to the Authoritarian Personality," (Psychologi- C3a1 Bulletin, No. 425, No. 118, 1956). -30- The Dogmatism Scale attained split-half relia- bility of .85 for an Ohio State University student sample, also test-retest reliabilities of .71 after a five to six.month period between tests. In establishing the validity and reliability of the Dogmatism Scale, Rokeach showed means of six tests as ranging from a low of 141.3 to a high of 143.8, with the standard deviation range being a low of 22.1 to a high of 28.2.2 For the present popula- tion, the mean is 138.7 with a standard deviation of 23.5, and these compare favorably with the means and standard deviations obtained by Rokeach. Also, many studies in education have been con- ducted with the Dogmatism Scale being one of the instruments used. Scoring the Dogmatism Scale The Dogmatism Scale (see Appendix C) contains forty items which are scored by the individual who indicates disagreement with a -3, -2, or -1, or agreement with a +3, +2, +1. To determine an individual's Dogmatism Scale score, a constant of +4 is added to each item score and these scores are then totaled. So the score for each 2Rokeach, The Open and Closed Mind, gp. cit., po 90. -31- item can range between 1 and 7, and the total test can range between 40 and 280, with a high score identifying a dogmatic or closed-minded person (There are 208 open- and 173 closed-minded teachers identified in this study). 2. Leader Behavior Description Questionnaire The Leader Behavior Description Questionnaire (see Appendix D) was developed by the staff of the Personnel Research Board at Ohio State University in one of the series of Ohio State Leadership Studies directed by Carroll L. Shartle. Hemphill and Coons3 constructed the original form of the questionnaire, and Halpin4 adapted the question- naire for use in schools. A factor analysis of the intercorrelation among eight hypothesized dimensions of leader behavior resulted in the emergence of £93; factors. And they were iden- tified as consideration, initiating structure, production emphasis, and social awareness. Two 3John K. Hemphill and Alvin E. Coons, "Development of the Leader Behavior Description Questionnaire," in Ralph M. Stogdill and Alvin E. Coons, editors, Leader Behavior: Its Description and Measurement, (Columbus, Ohio: The Ohio State University, 1957), Bureau of Business Research Mono- graph, No. 88. 4Andrew W. Halpin, "The Observed Leader Behavior and Ideal Leader Behavior of Aircraft Commanders and School Superintendents," in Ralph M. Stogdill and Alvin E. Coons, editors, Leader Behavior: Its Description and Measurement, (Columbus, Ohio: The Ohio State University, 1957), Bureau of Business Research Monograph, No. 88, pp. 65-68. -32_ factors, consideration and initiating structure, accounted for 83 percent of the total variance. Initiating structure is defined as the leader's success in delineating the relationship between himself and members of the work group, and in defining clear patterns of organization, and procedural methods. And consideration is defined as the leader's ability to encourage friendship, mutual trust, respect, and warmth in his relation- ship with his staff. Scoring the Leader Behavior Description Question- n_a_i_r_§_ Only 30 of the 40 items of the Leader Behavior Description Questionnaire (see Appendix D) are scored, 15 for each of the two dimensions: for initiating structure, items 2, 4, 7, 9, ll, l4, l6, 17, 22, 24, 27, 29, 32, 35, and 39 are scored; and for consideration, items 1, 3, 6, 8, 12, l3, 18, 20, 21, 23, 26, 28, 31, 34, and 38. The rater may choose from five responses, scored as shown in parentheses: always (4), often (3), occasionally (2), seldom (1), and never (0). But three of the items, 12, 18, and 20, are scored negatively: e.g., always = 0, often = l, occa- sionally = 2, seldom = 3, and never = 4. The -33.. ten items which are not scored are called "buf- fer items," they are included to keep the rater alert. All instruments were scored, both teach- ers rating their principals and principals rating how they thought their teachers perceived them: scores were totaled and divided by 30 to give a mean rating for each teacher and principal. 3. Teacher Morale Form Suehr5 of Michigan State University developed the Teacher Morale Form (see Appendix B), an incomplete sentence blank form of the type pioneered by Rotter and Rafferty6. He indicates his instrument is quite satisfactory for measur- ing teacher morale: an item analysis found all but six items discriminating between high and low morale at the egg percent level of confidence, and only one item failed to discriminate at the filye percent level.7 Suehr said: Construct validity, the type necessary for the Incomplete Sentence Form, is Suehr, op. cit. 6Julian B. Rotter and Janet E. Rafferty, Manual for the Rotter Incomplete Sentence Blank, (New York: The Psychological Corporation, 1950). 7Suehr, op. cit., p. 184. _34- evaluated by investigating what psychologi- cal qualities a test measures; for example, demonstrating that certain explanatory con- structs account to some degree for perform- ances on the test. To examine construct validity requires both logical and empirical attack. The validation procedure involves two steps: 1. The investigator inquires: From this theory what predictions would we make regarding the variation of scores from person to person or occasion to occa- sion? 2. He gathers data to confirm these predictions. For purposes of demonstrating the validity of the Incomplete Sentence Form, the follow- ing are offered as criteria for construct val- idity: l. A study of the chapter on analysis of data gives evidence of maladjustment among the low morale teachers. 2. The teachers were motivated strongly in their acceptance of the test. It was about them and their problems. 3. Evidence of internal consistency is shown by the interscorer reliability figures in Chapter III. 4. Psychological attributes which might account for variance in test scores are included in the correlation form. Most all of these are adequate indica- tors of causal factors affecting morale. 5. Low-morale teachers did miss more school than high-morale teachers. This is often referred to as validating morale indicators used in industry. 6. An administrator familiar with all the schools in the system was able to select schools in the extreme areas of morale. -35- 7. An item analysis of the Incomplete Sentence Form demonstrated its apti- tude in discriminating between teachers. 8. Item four of the ISF gives a picture of how well teachers can tell if morale is high or low in a specific building. The validity coefficient as a result of ranking schools by the ISF and teacher opinion by item four was .532 which is considered by most experts as being "substantial." 8 For the sample studied, Tables 3.1 (Interscorer Correlations) and 3.2 (Rank Order Correlation of Item 4 and Total Morale), are presented to compare the internal consistency of the test and the validity of the test with those of Suehr's. 9 Kendall's coefficient of concordance was used to test agreement of judges in scoring the Teacher 10 Morale Form and the Spearman rank order cor- relation was used to test how well teachers rated the teacher morale in their schools with the total morale in that school. Scoring the Teacher Morale Form The Teacher Morale Form (see Appendix B) contains forty incomplete sentence stems to be completed by the individual teacher who expresses his own 81bid., p. 177. 9William L. Hays, Statistics for Psychologists, (Chicago: Holt, Rinehart and Winston, 1963), pp. 656—57. lOIbid., pp. 642-45. -36- Table 3.1 - Kendall's Coefficient of Concordance Among Ranks of Judgments of Teacher Morale Items (Seven Percent Sample) Judge Judge Judge Sum of Sum of Items A B C Ranks Ranks Squared 1 3 4 1.5 8.5 72.25 10 9 13.5 32.5 1056.25 3 10 11 11 32 1024.00 4 10 6.5 9 25.5 650.25 5 16 16.5 15 47.5 2256.25 6 4 3 4 11 121.00 7 1 1 1.5 3.5 12.25 8 7 6.5 5 18.5 342.25 9 5 5 9 19 361.00 10 6 10 6 22 484.00 11 20 19 20 59 3481.00 12 19 20 19 58 3364.00 13 19 16.5 17 51.5 2652.25 14 16 18 18 52 2704.00 15 13.5 12 13.5 39 1521.00 16 2 2 3 7 49.00 17 12 13 12 37 1369.00 18 16 14.5 16 46.5 2162.25 19 13.5 14.5 7 35 1296.00 20 8 8 9 27 729.00 ZR = 695 ZR2= 25,707.00 M = Number Judges R = Ranks W = Coefficient of Concordance N = Number of items W = Variance of rank sums Maximum possible variance of rank sums. W = (12 2R2 ) _ 3(N + 1) M2N(N2-1) N - 1 W = (12 x 25,707.00\ 3(21) (9) (20) (599)’ ‘ 19 = 4.29 - 5052 = 097 There is apparently a high degree of "concordance" among the judges, since the variance of the rank sums is 97 percent of the maxiTpm possible. And compares favorably with Suehr's results. 11) Suehr, op. cit., pg. 112. -37_. .me .mm ..uHo .mo .mcfluuoz Ana .sea .mm ..eHnH -ma .mcauuoz one Hfimsm m9 omcflmuno omega nufl3 hanmuo>mm mummaou muasmmu muons ma NH ma. u.wmmw u mmmqmiw_u mmummmw u pamaoamumoo suflahnmaamm up. n ma. I a u .mmwau a n mmm1mnmm.- a 1 mp «we mma x m .Um>nomno mamsoa>woafl mo umnfisc n z .w Hmsofl>flocfl umHsoHuumm wsu nuH3 pennauommm mxcmu :mo3uwnlmocmumMMHo may 3 u do III-we - . I I mamsofl>flocfl.uw>o mxgmu comBqu COHumHmuuoo u NH mmfi u New a a- e ma.a m cm.a me o o H mm. a oh.a Ha mm m m mm. . a mm.a 0H m m m mm.a m am.a m H a- m m4.a m mm.a m o 0 AH mm.m «a mo.m e we 4 m m«.a ma mo.m m o o m oo.a m mm.a m a a- m om.a a am.a a e N. Na am.m oa No.m n so 6. ca 05.3 m om.a m a a a 4N.H m mm.a a a EmuH.mo;mmmmz m2& .3 EGUH name: in GHMHOE Hmsomma mo 0 . w omxamm maoonum wuoom com: omxcmm maoonom muoom cmmz maoonum .Hoonom umnu CH mamuoa Houou ecu nuHB AEuom mamuoz umnumoa ecu so a Emqu mHoonom Hausa cw mamnoE nonomou onu omumu muonommu HHmB 30: m30£m coaumHmuuoo “mono xcmu mess I N.m wHQmB —38- feelings by making a complete sentence of the individual stem. The researcher evaluates each of the forty sentences on the morale forms accord- ing to the following scale: 1) 0 = highly positive; 2) 1 = slightly positive; 3) 2 = neutral; 4) 3 = slightly negative; and 5) 4 = highly negative. The forty scores thus obtained are totaled, then divided by forty. So the mean raw score for each Teacher Morale Form represents the level of morale, high, average, or low, for that particular teacher. Suehr suggested guidelines for scoring the Teacher Morale Forms (see Appendix G). Ten-Item Questionnaire Ten items from a forty-item Correlation Form 14 developed by Suehr (see Appendix A) were chosen to present to teachers in this study. And teach- ers responses were compared with the findings in Suehr's study. Chi-square Contingency Tables were developed to observe the differences in how high and low morale teachers responded and male and female teachers scored the items. l4 Suehr, op. cit., p. 215. -39- Preparing for Computer Analysis The data was coded according to an arrangement which would test the hypotheses of this study by using the Michigan State University 3600 Computer Package Programs. Summary Presented in this chapter was a description of the sample, of the instruments used and how they were admin- istered and scored. And it was explained how the data were arranged for testing hypotheses. In the next chapter, the hypotheses from Chapter One are restated, tested, analyzed, findings discussed, and results obtained are summarized. Chapter IV ANALYSIS OF RESULTS For this study, the Michigan State University Com- puter Laboratory, CDC 3600 Computer Package Programs were used to test the hypotheses. The Analysis of Variance for Factorial with Replicates Design Program was used to test hypotheses one, two, and three. To satisfy the condition of equal subjects in each cell, 320 teachers were randomly selected from the 381, 80 for each cell. The design was as follows: Open-minded Closed-minded Teachers Teachers Teacher Open-minded Morale (80) (80) Principals Scores Closed-minded Principals (80) (80) To test hypotheses four, five, and six, and to deter- ming what relationship existed between the variables, teachers' morale and teachers' sex, with the items on the Ten-item Correlation Form, the Analysis of Contingency Tables was used. And the 3600 Fortran Factor Analysis Package Program was used to factor analyze the items on the Teacher Morale Form. The research hypotheses from Chapter One are restated -40- _41- in the null testable form. Alpha, the level of signifi- cance, is set at .05. Findings of the Study A. Hypotheses Tested and Results H01: There is no difference between open- and closed-minded teachers' level of morale. The null hypothesis of no difference in teachers' level of morale was rejected. Open-minded teachers have higher morale (see Appendix H-1). H : Regardless of teachers' dogmatism, teachers with open-minded principals do not have higher morale than teachers with closed- minded principals. The null hypothesis of no difference was accepted. Principals' dogmatism was not related to their teachers morale (see Appendix H-1). H : Teachers whose dogmatism is like their principals do not have higher morale than teachers whose dogmatism is different than their principals. The null hypothesis of no difference was accepted. Open-minded teachers with open-minded principals did not have higher morale than -42- open-minded teachers with closed-minded principals. And closed-minded teachers with closed-minded principals did not have higher morale than closed-minded teachers with open— minded principals (see Appendix H-1). Teachers' dogmatism is not related to their principals' dogmatism. The null hypothesis of no difference was accepted. Open-minded principals did not have a larger number of open-minded teachers on their faculties. And closed-minded principals did not have a larger number of closed-minded teachers on their faculties (see Appendix H-2). There is no difference in how high and low morale teachers rate their principals on leader behavior. The null hypothesis of no difference was rejected. High morale teachers rated their principals higher on leader behavior (see Appendix H-3). There is no difference between open- and closed-minded principals estimates of their leader behavior as they believe it to be perceived by their teachers. The null hy- pothesis of no difference was accepted. -43- Open-minded principals were not more accurate than closed-minded principals in estimating their leader behavior as they believed it to be perceived by their teachers (see Appendix H—4). B. Correlation Items (see Appendix H-5 to H-23) 1. Variable: teachers' morale a. Teachers' level of morale with teachers' sex: obtained chi-square = 12.368, df = 2, p <1.01. Female teachers have a higher level of morale than male. Teachers' level of morale with teachers' realization of their fullest potential in teaching: obtained chi-square = 34.185, df = 2, p-< .01. High morale teachers more fully realize their teaching potential than low morale teachers. Teachers' level of morale with teachers' feeling of fatigue at the end of the school day: obtained chi-square = 14.098, df = 3, p (1.01. Low morale teachers are more fatigued at -44- the end of the school day than high morale teachers. Teachers' level of morale with teachers' experiences in teaching: obtained chi— square = 11.076, df = 6, p‘< .10 but.> .05. First year teachers and teachers with six or more years of experience have higher morale than second, third, fourth, or fifth year teachers. Teachers' level of morale with teachers' degree of stubbornness: obtained chi- square = 11.195, df = 3, p‘< .01. Low morale teachers feel they are more stubborn than the average. Teachers' level of morale with teachers‘ feeling of inferiority or superiority relative to others: obtained chi-square = 1.573, df = 2, p< .50 but > .30. No difference between high and low morale teachers' feelings relative to inferiority or superiority to others. Teachers' level of morale with teachers' amount of love and attention received in childhood: obtained chi-square = 1.630, df = 2, p< .30 but > .20. -45_ No difference between high and low morale teachers' feelings about the amount of love and attention received in childhood. h. Teachers' level of morale with teachers' degree of self-confidence: obtained chi— square = 2.582, df = 3, p -.30. No difference between high and low morale teachers' feelings relative to their degree of self-confidence. i. Teachers' level of morale with teachers' sensitivity to criticism: obtained chi- square = 8.424, df = 3, p< .05 but > .02. Low morale teachers are more sensitive to criticism than high morale teachers. j. Teachers' morale with teachers' reaction to failure: obtained chi-square = .877, df = 4, p< .90 but > .80. No difference between high and low morale teachers' feelings relative to their reaction to failure. 2. Variable: Teachers' Sex a. Teachers' sex with teachers' realization of their fullest potential in teaching: -46- obtained chi-square = 381.933, df = 4, p < .01. Female teachers more than male teachers are realizing their fullest potential in teaching. Teachers' sex with teachers' degree of fatigue at the end of the school day: obtained chi-square = 388.265, df = 6, p < .01. Male teachers thought their degree of fatigue to be greater than other teachers, and female teachers rated their degree of fatigue as the same as or less than other teachers. Teachers' sex with teachers' degree of stubbornness: obtained chi-square = 383.246, df = 6, p < .01. Male teachers thought themselves more stubborn than the average, and female teachers average or less than average. Teachers' sex with teachers' feeling of inferiority or superiority: obtained chi- square = 383.488, df = 4, p < .01. -47- Male teachers had feelings of superiority, and female teachers indicated feelings of inferiority. Teachers' sex with teachers' sensitivity to criticism: obtained chi-square = 384.291, df = 6, p < .01. Female teachers more sensitive to criti- cism than male teachers. Teachers' sex with teachers' amount of love and attention received in childhood: obtained chi-square = 381.002, df = 4, p < .01. No difference between teachers' sex and the amount of love and attention received in childhood. Teachers' sex with teachers' degree of self-confidence: obtained chi-square = 387.401, df = 6, p < .01. Male teachers say they are more confident than the average person, female teachers say they are less confident than average. —48- h. Teachers' sex with teachers' reaction to failure: obtained chi-square = 191.894, df = 8, p < .01. No difference between teachers' sex and their reaction to failure. Morale Factors The correlation matrix was extracted on the forty items and inspected. All of the correlations were low, the highest being only .45. The same com- puter program did the factor analysis and yielded, as expected, a weak factor structure. When rota- tion was stopped, using the Wrigley-Keel criteria, seven factors were identified. And the seven factors accounted for only 42 percent of the var- iance, with the first factor accounting for only 8.6 percent; however, the weak factors that did result seemed to have meaning. They are identified as follows: Factor one: Teachers' satisfaction with communications and interpersonal relations with administrators and colleagues 4 — Morale of teachers in this school 8 - Teachers 14 - Channels of communication 15 — Clerical help l7 19 25 29 31 32 37 38 -49- Administrative policies Evaluation of my work Professional standards Discipline Personnel policies School administrators The curriculum Teacher opinions Factor two: Teachers' satisfaction with their 1 3 39 40 career Teaching school My future in teaching My teaching ability Teaching again Factor three: Teachers' satisfaction with 16 23 27 30 33 34 their home and work environment The people of this community My working environment The school board Teaching materials and supplies This community Teaching assignments This school My class size -50- Factor four: Teachers' satisfaction with the amount of recognition received 2 - My salary U‘I I Faculty meetings 9 - My principal 13 - Fringe benefits in teaching 22 - The PTA 26 - My pupils Factor five: Teachers' feelings about learning, people-centered versus content- centered 11 - Children today 12 - Parents 20 - American education Factor six: Teachers' satisfaction of personal needs being met in fulfilling goals of the organization 21 - Opportunity to help make policy 24 - Custodians 28 - The superintendent 35 - The in-service program 36 - Teacher welfare Factor seven: Teachers' perceptions of the cohesiveness of the group 10 — Teamwork among teachers 18 - Professional organizations -51- These seven factors differ from Wotring'sl findings. According to the feelings expressed by 381 teachers in twelve secondary schools to the fol- lowing items -- lZ-Parents; lB-Fringe benefits in teaching; 2-My salary; l4-Channels of communica- tion; 35-The in-service program; 22-The PTA; lB-Professional organizations; ll-Children today; and 5-Facu1ty meetings -- it was revealed that the scores of these items contributed more than scores from any others to lowering teacher morale. Discussion of the Findings Two of the six research hypotheses tested in this study were supported by the data. The first hypothesis stated there would be a relationship between dogmatism in teachers and teacher morale; and the evidence showed that for the population studied, open-minded teachers have a higher level of morale than closed-minded teachers. The findings, then, substantiate this statement from Deutsch: 'Openness' is the ability to increase the sensitivity in the range of our channels of intake, the ability to interact and to receive, to learn more about the universe around us and from the human beings around us . . . is perhaps one of the most critical 1W'otring, op. cit., pp. 90-92. -52_ and most precious qualities of any system of communication. 2 On the other hand, in Human Relations in Business, Davis said: "Except for age and health, there is little evidence that personal characteristics affect morale."3 So the responses of teachers in this study disagree with Davis' theory. And it may be said "dogmatism does affect teachers' morale.” The fifth research hypothesis was also supported: high morale teachers rate their principals higher on leader behavior than low morale teachers. Although this finding is scarcely novel, it augments the evidence of previous studies linking leadership qualities in the prin- cipal with teachers' morale. Silverman, for example, who listed sixty-nine items which he found influenced morale, stressed those items dealing with personality and human relations and implied that the principal may be most directly responsible for his teachers' morale.4 Blocker and Richardson verified the importance of personality and human relations, and significance of the 2Karl W. Deutsch, "What Do Our Computers Tell Us About the Way Our Children Grow?", Child Study, (Spring, 1959), p. 25. Keith Davis, Human Relations in Business, (New York: McGraw—Hill Book Company, 1957), p. 447. 4Martin Silverman, ”Principals -- What are You Doing to Teachers' Morale?”, Educational Administration and Supervision, Vol. 43 (April, 1957), p. 203. -53_ principal to teacher morale.5 Research hypothesis five has been supported. But does this demonstrate that open-minded teachers more accurately perceive what their principal is like than closed-minded teachers? Do principals reveal themselves to their open-minded teachers, behaving differently with closed-minded teachers? Or does this finding suggest that open-minded teachers, more accepting of themselves, can therefore better accept others? Though further research may answer these questions, this study indicates that open-minded teachers have a higher regard for their principals than do closed-minded teachers. The second null hypothesis, regardless of teachers' dogmatism, teachers with open-minded principals do not have a significantly higher level of morale than teachers with closed-minded principals, was accepted. Although the open-mindedness of a principal may be a desirable characteristic for him to possess, it apparently has no influence on teachers' morale. Although testing the third null hypothesis affirmed no significant difference in the level of morale of teach- ers whose dogmatism is like their principals' and teachers 5Clyde E. Blocker and Richard C. Richardson, "Twenty- five Years of Morale Research: A Critical Review," Journal of Educational Sociology, Vol. 36, No. 5 (January, 1963), p. 203. -54- whose dogmatism is different than their principals', open-mindedness of both teachers and principals appears to be the ideal situation for building high morale. This statement is in accord with Norman's6 conclusion that when one knows his own personal characteristics he makes fewer errors in perceiving others: in schools with open-minded principals and teachers, then, more realistic relations among teachers and principals could promote teacher morale. The fourth null hypothesis tested was accepted, teachers' dogmatism was not significantly related to their principals' dogmatism. It was originally believed that principals would tend to surround themselves with like- minded teachers, but this was not the case. Since the principals had only been in their present positions for an average of three years, it could well be that they haven't had sufficient time to bring about the change in composition of staff. The sixth null hypothesis tested was accepted, show- ing no discrepancy between open- and closed-minded prin- cipals' ability to estimate their leader behavior. The research hypothesis was based on the assumption that per- sonality structures would affect perceptual congruence. 6 Norman, op. cit., pp. 205-235. _55- It might well be, for example, that open-minded principals most accurately perceive what their open-minded teachers think, and perhaps even that closed-minded principals most accurately perceive how their closed—minded teachers are feeling. But the fourth research hypothesis was not supported, that is, open-minded principals were not found to have predominately open-minded faculties and vice versa. So even if principals perceive like-minded teachers more clearly than un-like minded, the sixth hypothesis would still show no difference in perceptive ability between open— and closed-minded principals. And regardless of the explanation, this finding substantially duplicates that of Croft's7 study. One part of this study aimed to verify Suehr's find- ings. A chi-square statistic, measuring whether teachers' morale was related to items listed on the correlation form Suehr used revealed that: 1) high morale teachers indicated they are realizing their teaching potential more fully than low morale teachers; 2) female teachers have higher morale than male; 3)high morale teachers believe they are less fatigued at the end of the school day than low morale teachers; 4) first year teachers and teachers 7John C. Croft, "Open and Closed Mindedness and Per- ception of Leader Behavior," Pennsylvania State University, Cooperative Research Project No. S-045, (1964), pp. 59-60. -56— with six or more years' experience have higher morale than second, third, fourth, or fifth year teachers; 5) high morale teachers tend to think themselves less stubborn than low morale teachers; and 6) low morale teachers say they are sensitive to criticism more often than high morale teachers. All findings agree with those listed in Suehr's8 study. Other findings of the present study further support the results of Suehr's and earlier morale studies in education: 1) female teachers believe they are realizing their fullest potential in teaching more than male; 2) female teachers think they are less fatigued at the end of the school day than male, while male teachers rate their degree of fatigue as greater than female; 3) female teachers think they are as or less stubborn than average, while male teachers rated themselves more stubborn than average; 4) female teachers feel inferior and male teachers superior; and 5) female teachers feel less confident than average, while male teachers say they are more confident than average. With the population studied, two variables, dogmatism and perception of principal, are significantly related to 8Suehr, op. cit., pp. 133-181. -57- teacher morale: open-minded teachers have a higher level of morale than closed-minded, and teachers who rate their principals' leadership high have higher morale. These findings differ from a conclusion reported by Davis9 that age and health are the only personal characteristics of an individual that affect morale; for dogmatism certainly emerges as an important determiner of morale. Several studies have already noted how teachers' perceptions of the principal affect morale. Pryor10 reported that how the principal acts may not be as impor- tant as how he is perceived to be acting. Morale was higher when teachers thought the principal's behavior was consistent with their expectations. And Blocker and Richardson11 summarizing twenty-five years of morale research, described how Bidwell found that teachers who believe admin- istrative behavior agrees with their expectations tend to be satisfied with their jobs. A third variable, sex, was also very closely related to teacher morale. Certainly a number of previous studies have likewise concluded that female teachers have higher 9Davis, op. cit., p. 447. 10Guy Clark Pryor, "The Relationship Between Teachers' Perceptions of Administrative Dimensions and the Morale Status of Teachers in Certain Texas Schools," (Unpublished Doctoral Dissertation Abstract, North Texas State Univer- sity, 1964), 65:1147. llBlocker and Richardson, op. cit., p. 202. -58- morale than male. But what does this mean? And what significance should it have for teacher training institu- tions or for administrators? Very likely this finding reflects sociological variables in the sample population which this study was equipped neither to measure nor to evaluate. It runs counter, for example, to what Redefer12 concluded from a study of over five thousand teachers in twenty-four cities: that sex and age do not significantly determine morale. Perhaps future research, which analyzes the effect of local community attitudes, for example, can properly estimate why male teachers seem to be more rebel- lious and less satisfied than females. Teacher responses on the forty items of the Teacher Morale Form were factor analyzed for comparison with WOtring's findings. The results of this present analysis were listed earlier in this chapter. But WOtring's three major factors did not appear in this data. Differences of both number and strength of factors might be explained by the fact that the schools in Wotring's study were generally much smaller than those here studied. In WOtring's study, there were three schools with 12 to 15 teachers, three with 18 to 20 teachers, two had 28 and 29 teachers, and one had 35 teach- ers. While in this study, only two schools had less than 12Redefer, "Factors that Affect Teacher Morale," op. cit., p. 59. -59- 30 teachers, one 26 and the other 29, seven schools had 30 or more teachers, and the remaining three schools had 47, 53, and 61 teachers respectively. But Wotring would deny that size of school made any differences. He said: On the other hand, Pryor found that teach— ers' perceptions of administrative policies and practices and their relationship to teacher morale were not associated with the size of the school. Ross concluded that rural and suburban teachers tend to react similarly, with but minor variation, to personal factors affecting morale status. Dennerlein reported that size of school played a small part. 13 Although school size by itself can explain only small differences, there remains another difference between Wotring's and the present study. Whereas the twelve schools here studied clustered clearly together in mean Teacher Morale Form scores (see Table 3.2), the mean scores of two schools in Wetring's sample varied widely, from 1.30 to 2.58. And yet, both studies ended with nearly identical rankings of items contributing to low morale. Teachers are more generally satisfied with their pupils; although, dissatisfied with children today, an obvious inconsistency. .Similarly, when teachers feel good about their principal and superintendent, they may feel negatively toward channels of communication, the in-service program, and faculty meetings. Other major dissatisfactions teachers 13 Wotring, op. cit., pp. 90-91. -60- listed included fringe benefits, salary, parents, the PTA, and professional organizations. Summary of the Results Twelve Michigan secondary school principals, six open-minded and six closed—minded, along with their teach— ers, took part in this study. Results show a significant relationship between the dogmatism of teachers and teachers' level of morale: open-minded teachers have a higher level of morale than closed-minded teachers. But no significant relationships appear between principals' dogmatism and teachers' dogmatism or between the morale of teachers with open- or closed-minded principals. High and low morale teachers do perceive their principals quite differently: high see in their principals more nearly ideal leader behavior than do low morale teachers. But open— and closed- minded principals did not differ significantly in their ability to estimate how teachers perceive their leader behavior. Chapter V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary At the start, this study hypothesized that teacher morale would be related to the dogmatism of teachers and principals. In the population studied, teacher morale was affected by teachers' dogmatism: open-minded teachers had a higher level of morale than closed-minded, dogmatic teachers. And though the hypothesis that principals' dogmatism would be related to teacher morale was not sup- ported, open-mindedness in both principals and teachers would appear to be a desirable characteristic to possess. A principal's dogmatism had no significant effect on his ability to estimate how teachers perceived him on two dimensions of leader behavior -- initiating structure and consideration. Nor was there any significant relationship between principals' and teachers' dogmatism: i.e., open- minded principals did not have a significantly larger number of open-minded teachers on their staff than closed- minded principals. But there was a relationship between teachers' morale and how they perceived their principal's leader behavior: high morale teachers rated their principal higher than low morale teachers. -61- -62- As one subsidiary purpose, this study set out to test and, if possible, to verify Suehr's findings. Its results support these conclusions of Suehr's study: 1) female teachers tend to have higher morale than male; 2) high morale teachers more fully realize their teach- ing potential than low morale teachers; 3) low morale teachers are more fatigued at the end of the school day than high morale teachers; 4) second, third, fourth, and fifth year teachers have lower morale than first year teachers and teachers with six or more years' experience; 5) low morale teachers feel they are more stubborn than the average; and 6) low morale teachers more than high morale teachers think they are sensitive to criticism. As another secondary purpose, the factor analysis of the forty items on the Teacher Morale Form paralleled Wotring's, seeking to verify his findings. He reported communalities on his three factors of .56 or above for all except one, but when the present data had been rotated to yield seven factors, only five of the communalities had exceeded .50 and none were above .55. Although no major factors were revealed in this study, the findings as well as those of Wotring's study agree substantially about what items, when scored, in what order contribute most to lowering teachers' morale scores. They are: -55- 1) Parents 2) Fringe benefits 3) Salary 4) Channels of communication 5) The in-service program 6) The PTA 7) Professional organizations 8) Children today 9) Faculty meetings Conclusions Within its limitations, then, this study warrants the following conclusions: 1. Dogmatism] part of a person's personality which intimately affects how he views the world and others around him, is related to a teacher's level of morale: open-minded teachers have higher morale than closed-minded. What teachers think of their principal as a leader is important to morale: teachers with high morale tend to rate their principal's leadership ability higher than low morale teachers. Principals' open- or closed-mindedness was inde- pendent of teachers' level of morale. Open-minded teachers with open-minded principals did not have a higher level of morale than open- -54_ minded teachers with closed-minded principals. And closed-minded teachers with closed-minded principals did not have higher morale than closed- minded teachers with open-minded principals. Open-minded principals did not have more open- minded than closed-minded teachers on their staffs. And closed-minded principals did not have more closed-minded teachers on their faculties. Principals' degree of dogmatism had no affect on their ability to estimate how their teachers per- ceived their leader behavior. Closed-minded principals were as accurate as open-minded principals. Teacher morale varies withsex, experience in teaching, stubbornness, self-confidence, and sensi- tivity to criticism: The teachers with the highest morale are female, a beginning teacher or one with six or more years teaching experience, not stubborn; she received adequate love and attention in child— hood, is not too self-confident, and is not as sensitive to criticism as the low morale teacher. Teacher morale influences teachers' realization of fullest potential in teaching and feeling of fatigue at the end of the school day: low morale -65- teachers not only feel more tired at the end of the day's work, they feel they are not realizing their full potential in teaching. 9. Dissatisfaction of teachers with salary and fringe benefits in teaching reinforces the theory that economic rewards should represent recognition and respect as well as financial security. 10. Dissatisfaction of teachers with parents, children today,faculty meetings and channels of communi- cation indicate that human relations is a central determiner of morale. Recommendations In a morale study such as this one, more questions are raised than answered. And a number of these questions point to a need for further investigation of Morale in Education. A. Implications from hypotheses tested: 1. Open-minded teachers are more likely to have higher morale than closed-minded teachers as measured by Rokeach's Dogmatism Scale. 2. Secondary school principals' open- or closed— mindedness appears to be independent of teachers' level of morale. This finding could mean that principals are not interacting with their -66- teachers in a meaningful way. It could imply that the educational climate is not determined by personality traits of top administrators; or, it could be that administrators need to be in their positions for a certain period of time before they can have a significant influence on 1 teachers' behavior. en Teachers' morale may well be improved as teachers are able to perceive their principals as diSplaying "ideal" leader behavior. For as was found in the study, high morale teachers see their principals as displaying more of an "ideal" leader behavior than low morale teachers. And apparently both open- and closed—minded principals are able to project such an image. B. Recommendations for Further Study 1. Morale studies need to be conducted evaluating student morale under open— and closed-minded teachers. Studies should be designed to examine how teachers' and students' morale and open-closed- mindedness affect students' academic achieve- ment and behavior. Since open-minded teachers are more likely to have higher morale than closed—minded teachers, -57_ studies should be conducted to determine the methods whereby closed-minded teachers' morale can be improved. However, such a study possesses some intriguing Speculations, for it may well be that doing those things which will improve the morale of closed-minded teachers will lower morale of the open-minded. But, on the other hand, closed-minded teachers may just generally have a less enthusiastic view of life but still be effective in their work. The question would finally resolve to this late issue which was not assessed within the confines of this study; that is, how morale affects job performance of the teacher. Open- and closed-minded principals of recog- nized innovative or conservative schools should be identified, and morale studies conducted to see if the principals open— or closed—mindedness is related to their teachers' morale. Studies need to be designed to determine why male teachers have lower morale than female teachers. This issue needs careful exploration to determine honesty of reporting because it may well be that male teachers are less prone to faking their responses. -67a- Future studies might seek to determine the impli- cations of what teachers are really saying when they indicate they are not realizing their "fullest potential" in teaching. For some it may mean they are satisfied with teaching as a career but realize that few people ever achieve their full potential. And for others it may mean that they are not satisfied with a teaching career and feel they could come closer to realiz— ing their potential in some other occupation. Studies should be conducted of other profession- als to determine what percentage of the mem- bers of a given profession feel they are realiz— ing their fullest potential in that profession. And the results compared with those of teachers. Recommendations for Administrators based on the findings from the replication part of Suehr's study and from impressions gained from scoring approximately 800 Teacher Morale Forms. 1. Administrators should design in-service pro- grams to help teachers identify reasons they feel negative about: parents; fringe benefits; channels of communication; the in-service pro- grams; the PTA; professional organizations; children today; and faculty meetings. And when -67b- causes have been identified, if possible, action should be taken which will promote constructive feelings. Administrators should help teachers understand their inconsistent feelings about young people, e.g., teachers indicate positive feelings for their students but hold negative feelings about children in general (this could be de- veloped into a research project). To assess faculty morale, administrators should conduct morale surveys using instruments such as Suehr's Teacher Morale Form. This type of instrument is useful in identifying specific concerns of teachers. Administrators and teachers need to cooperate in developing feed-back systems for receiving, analyzing and disseminating data that allows for each person connected with the schools the opportunity to be heard. Administrators need to work with teachers to help more realize their potential either in teaching or some other profession. For the re- sults of this study show that 163 of a total of 381 teachers indicated they were not realizing their fullest potential in teaching and 105 of the 163 were low morale teachers. B IBLIOGRAPHY BIBLIOGRAPHY Blocker, Clyde E. and Richard C. Richardson. "Twenty-- five Years of Morale Research: A Critical Review," Journal of Educational Sociology, Vol. 36, No. 5, (January, 1963). Chase, Francis, "Factors for Satisfaction in Teaching," Phi Delta Kappan, Vol. 33, (November, 1951). Cock, L. and J. French, Jr. "Overcoming Resistance to Change,” Human Relations, Vol. 1, No. 4, (1948). Croft, John C. "Open and Closed Mindedness and Perception of Leader Behavior," Pennsylvania State University, Cooperative Research Project No. S-045, 1964. Davis, Keith. Human Relations in Business. New York: McGraw-Hill Book Company, 1957. Deutsch, Karl W. "What Do Our Computers Tell Us About the Way Our Children Grow?", Child Study, (Spring, 1959). Early, William J. "An Evaluation and Analysis of the Extern Program in Educational Administration at Michigan State University." Unpublished Doctoral Dissertation, Michigan State University, 1961. Ehrlick, Howard. "Dogmatism and Learning," Journal of Abnormal and Social P§ychology, Vol. 62, (1961). Elsbree, Willard S. and E. Edmund Reutter, Jr. Staff Personnel in the Public Schools. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 19540 Faulk, Harry R. "Improving Staff Morale," Educational Executive Overview, Vol. 3, (February, 1962). French, John Jr. "The Disruption and Cohesion of Groups," Journal of Abnormal and Social Psychology, Vol. 36, (July, 1941). ~ Friedenberg, Edgar Z. The Vanishing Adolescent. Boston: Beacon Press, 1959. Gaze, Khalil I. "The Principal's Role in Developing Staff Morale," High School Journal, Vol. 46 (December, 1962). -69- -70- Getzels, J. W. and E. J. Guba. "Social Behavior and the Administrative Process," The School Review, Vol. 65, (Winter, 1957). Greenwald, Albert. "A Study of the Relationship of Teacher Morale to Selected Interpersonal and Intrapsychic Factors." Unpublished Doctoral Dissertation Abstract, New York University, 1964. Halpin, A. W. and B. J. Wines. The Leadership Behavior of the Airplane Commander. Columbus, Ohio: The Ohio State University Research Foundation, 1952. Halpin, Andrew W. "Manual for the Leader Behavior Descrip- tion Questionnaire," Bureau of Business Research, Columbus, Ohio: The Ohio State University, 1957. . "The Observed Leader Behavior and Ideal Leader Behavior of Aircraft Commanders and School Super— intendents," Leader Behavior: Its Description and Measurement, Ralph M. Stogdill and Alvin E. Coons, editors. Columbus, Ohio: The Ohio State University, Bureau of Business Monographs, 1957. Harap, Henry. "Many Factors Affect Teacher Morale," Nation's Schools, Vol. 63, (June, 1959). . “Morale Isn't Always a Question of Salaries or Class Load,” Nation's Schools, Vol. 63, (June, 1959). Hemphill, John K. and Alvin E. Coons. "Development of the Leader Behavior Description Questionnaire," Ralph M. Stogdill and Alvin E. Coons, editors, Leader Behavior: Its Description and Measurement. Columbus, Ohio: The Ohio State University, Bureau of Business Research Monographs, 1957. Holmes, Henry W. The Road to Courage: Sources of Morale in Men and Nations. New York: Alfred A. Knopf, 1943. Katz, B. and G. F. Lehner. Mental Hygiene in Modern Living. New York: The Ronald Press Company, 1953. Kemp, C. Gratton. "Changes in Patterns of Personal Values in Relation to Open-Closed Belief Systems." Unpublished Doctoral Dissertation, Michigan State University, 1957. . "Influence of Dogmatism on the Training of Counselors," Journal of Counseling Peychology, Vol. 9 (1962). -71- Kirk, Treva B. "Behavior of Teachers New to a Building in Relation to the Climate of the School and the Dogmatism of the Teacher." Unpublished Doctoral Dissertation, Michigan State University, 1965. Lippitt, R. and R. White. "An Experimental Study of Leader- ship and Group Life," Readings in Social Psychology, T. Newcomb and E. Hartley, editors. New York: Holt, 1952. Lowe, Joe. "Five Steps to Higher Morale," The School Executive, Vol. 74, (September, 1954). Melby, Ernest. Education for Renewed Faith in Freedom. Columbus, Ohio: The Ohio State University Press, 1959. Norman, Ralph D. "The Interrelationships Among Acceptance- Rejection, Self-Other Identity, Insight Into Self, and Realistic Perception of Others," Journal of Social Psychology, Vol. 37 (1953). Oppenheimer, J. J. and Joseph H. Britton. "Faculty Morale," Journal of Higher Education, Vol. 23 (October, 1952). Powell, F. A. "Open and Closed-Mindedness and the Ability to Differentiate Source and Message," Journal of Abnormal and Social P§ychology, (1962). Pryor, Guy Clark. "The Relationship Between Teachers' Perceptions of Administrative Dimensions and the Morale Status of Teachers in Certain Texas Schools," Unpublished Doctoral Dissertation, North Texas State University, 1964. Rotter, Julian B. and Janet E. Rafferty. Manual for the Rotter Incomplete Sentence Blank. New York: The Psychological Corporation, 1950. Redefer, Fredrick L. "Factors that Affect Teacher Morale," Nation's Schools, Vol. 63 (January, 1959). . "Teacher Morale and the Quality of Education," Nation's Schools, Vol. 59, (February, 1957). Roethlisberger, F. J. Management and Morale. Cambridge, Massachusetts: Harvard University Press, 1962. Rokeach, Milton. The Open and Closed Mind. New York: Basic Books, Inc., 1960. -72- . "Political and Religious Dogmatism: An Alterna- tive to the Authoritarian Personality," Psychological Bulletin, No. 425, No. 118, (1956). Schultz, Raymond E. "Keeping Up Teacher Morale," Nation's Schools, Vol. 50 (October, 1952). Sears, Robert R. "Experimental Studies of Projection: I. Attribution of Traits," Journal of Social Psychology, Vol. 7 (1963). Shapiro, David N. "A Comparative Study of Principals' Perception of Teachers and Teachers' Perceptions of Themselves as Revealed in a Teacher Morale Inquiry." Unpublished Doctoral Dissertation Abstract, New York University, 1962. Siegel, Sidney. Non-parametric Statistics for the Behavi- oral Sciences. New York: McGraw—Hill Book Company, 1956. Silverman, Martin. ”Principals -- What are You Doing to Teacher Morale?", Educational Administration and Supervision, Vol. 43 (April, 1957). Snow, Robert H. "Anxieties and Discontents in Teaching," Phi Delta Kappan, Vol. 44 (April, 1963). Stagner, Ross. "Motivational Aspects of Industrial Morale," Personnel, Vol. 11 (Spring, 1958). Stogdill, Ralph M. and Alvin E. Coons, editors, Leader Behavior: Its Description and Measurement. Columbus, Ohio: The Ohio State University, Bureau of Business Research Monographs, No. 88, 1957. Suehr, John H. "A Study of Morale in Education." Unpub- lished Doctoral Dissertation, University of Colorado, 1961. Tope, Donald E. "Equipping the School Administrator for his Task," The Social Sciences View School Admin- istration. Don Cooper, editor. Englewood Cliffs, New Jersey: Prentice-Hall, 1965. Trom, W. C. "Group Processes," Encyclopedia of Educational Research. C. W. Harris, editor. New York: Mac- Millan, 1960. Wotring, Jarvis W. "Teacher Morale and Evaluation of Teachers." Unpublished Doctoral Dissertation, Michigan State University, 1965. APPENDICES APPENDIX A TEN ‘ ITEM CORRELATION FORM QUESTIONNAIRE Check the appropriate space, or make a short answer. Personal comments for clarification are welcome. 10. Are you male or female ? Do you feel that in being a teacher you are realizing your fullest potential? yes no In comparison to other teachers, how would you rate your degree of fatigue at the end of the school day? more less same How many years have you been teaching? Where would you rank yourself in comparison to the average population in degree of stubbornness? more less average Would you classify yourself as leaning more toward an inferiority complex or superiority complex in your personality makeup? superior inferior Do you feel that you were given adequate love and attention in childhood? yes 1'10 How would you rate your degree of self—confidence? more than average average less than average How would you rate your sensitivity to criticism? more sensitive than average less sensitive than average average How would you rate your reaction to failure? it bothers me considerably it bothers me but I soon recover I*don't let it bother me it doesn't bother me -74- APPENDIX B TEACHER MORALE FORM Complete the following in order to make each, one complete sentence. Take your time and show your true feelings about your situation. Make complete sentences. Try to do every one. All responses will be confidential. 1. Teaching school . 2. My salary 3. My future in teaching 4. Morale of teachers in this school 5. Faculty meetings 6. The people of this community 7. My working environment 8. Teachers 9. My principal 10. Teamwork among teachers . 11. Children today 12. Parents l3. Fringe benefits in teaching . 14. Channels of communication 15. Clerical help . 16. The school board . 17. Administrative policies . 18. Professional organizations Copyright 1961. All rights reserved. College of Education Michigan State University John H. Suehr, Author -75- -76- 19. Evaluation of my work 20. American education 21. Opportunity to help make policy 22. The PTA 23. Teaching materials and supplies 24. Custodians 25. Professional standards 26. My pupils 27. This community 28. The superintendent 29. Discipline 30. Teaching assignments 31. Personnel policies 32. School administrators 33. This school 34. My class size 35. The in-service program 36. Teacher welfare 37. The curriculum 38. Teacher opinions 39. My teaching ability 40. Teaching again APPENDIX C DOGMATISM SCALE The following is a study of what the general public thinks and feels about a number of important social and personal questions. The best answer to each statement below is your personal opinion. We have tried to cover many different and opposing points of View; you may find yourself agreeing strongly with some of the statements, disagreeing just as strongly with others, and perhaps uncertain about others; whether you agree or disagree with any statement, you can be sure that many people feel the same as you do. Mark each statement in the left margin according to how much you agree or disagree with it. Please mark every one. Write +1, +2, +3, or -1, -2, -3, depending on how you feel in each case. +1 I AGREE A LITTLE -l I DISAGREE A LITTLE +2 I AGREE ON THE WHOLE -2 I DISAGREE ON THE WHOLE +3 I AGREE VERY MUCH -3 I DISAGREE VERY MUCH l. The United States and Russia have just about nothing in common. 2. The highest form of government is a democracy and the highest form of democracy is a govern- ment run by those who are most intelligent. 3. Even though freedom of speech for all groups is a worthwhile goal, it is unfortunately necessary to restrict the freedom of certain political groups. 4. It is only natural that a person would have a much better acquaintance with ideas he believes in than with ideas he opposes. 5. Man on his own is a helpless and miserable creature. -77- 10. ll. 12. 13. 14. 15. l6. l7. l8. 19. 20. 21. 22. -78- Fundamentally, the world we live in is a pretty lonesome place. Most people just don't give a "damn" for others. I'd like it if I could find someone who would tell me how to solve my personal problems. It is only natural for a person to be rather fearful of the future. There is so much to be done and so little time to do it in. Once I get wound up in a heated discussion I just can't stop. In a discussion I often find it necessary to repeat myself several times to make sure I am being understood. In a heated discussion I generally become so absorbed in what I am going to say that I forget to listen to what the others are saying. It is better to be a dead hero than to be a live coward. While I don't like to admit this even to myself, my secret ambition is to become a great man, like Einstein, or Beethoven, or Shakespeare. The main thing in life is for a person to want to do something important. If given the chance I would do something of great benefit to the world. In the history of mankind there have probably been just a handful of really great thinkers. There are a number of people I have come to hate because of the things they stand for. A man who does not believe in some great cause has not really lived. It is only when a person devotes himself to an ideal or cause that life becomes meaningful. Of all the different philosophies which exist in this world there is probably only one which is correct. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. -79- A person who gets enthusiastic about too many causes is likely to be a pretty "wishy—washy" sort of person. To compromise with our political opponents is dangerous because it usually leads to the betrayal of our own side. When it comes to differences of opinion in religion we must be careful not to compromise with those who believe differently from the way we do. In times like these, a person must be pretty selfish if he considers primarily his own happiness. The worst crime a person could commit is to attack publicly the people who believe in the same thing he does. In times like these it is often necessary to be more on guard against ideas put out by people or groups in one's own camp than by those in the opposing camp. A group which tolerates too much differences of opinion among its own members cannot exist for long. There are two kinds of people in this world: those who are for the truth and those who are against the truth. My blood boils whenever a person stubbornly refuses to admit he's wrong. A person who thinks primarily of his own happi- ness is beneath contempt. Most of the ideas which get printed nowadays aren't worth the paper they are printed on. In this complicated world of ours the only way we can know what's going on is to rely on leaders or experts who can be trusted. It is often desirable to reserve judgment about what's going on until one has had a chance to hear the opinions of those one respects. 36. 37. 38. 39. 40. -80- In the long run the best way to live is to pick friends and associates whose tastes and beliefs are the same as one's own. The present is all too often full of unhappiness. It is only the future that counts. If a man is to accomplish his mission in life it is sometimes necessary to gamble "all or nothing at all.” Unfortunately, a good many people with whom I have discussed important social and moral prob- lems don't really understand what's going on. Most people just don't know what's good for them. APPENDIX D LEADER BEHAVIOR DESCRIPTION QUESTIONNAIRE Developed by staff members of The Ohio State Leadership Studies Name of Leader Being Described Name of Group Which He Leads Your Name On the following pages is a list of items that may be used to describe the behavior of your supervisor. Each item describes a specific kind of behavior, but does not ask you to judge whether the behavior is desirable or undesirable. This is not a test of ability. It simply asks you to describe, as accurately as you can, the behavior of your supervisor. Note: The term "group" as employed in the following items refers to a department, division, or other unit or organization which is supervised by the person being described. The term "members" refers to all the people in the unit or organization which is supervised by the person being described. Published by Bureau of Business Research College of Commerce and Administration The Ohio State University Columbus, Ohio Copyright 1957 -81- -82- APPENDIX D (cont.) DIRECTIONS: a. READ each item carefully b. THINK about how frequently the leader engages in the behavior described by the item c. DECIDE whether he always, often, occasionally, seldom or never acts as described by the item d. DRAW A CIRCLE following the around one of the five letters item to show the answer you have selected A - Always B - Often C - Occasionally D - Seldom E - Never He does personal favors for group A B C D E members. He makes his attitudes clear to the group. A B C D E He does little things to make it pleasant to be a member of the group. A B C D E He tries out his new ideas with the group. A B C D E He acts as the real leader of the group. A B C D E He is easy to understand. A B C D E He rules with an iron hand. A B C D E He finds time to listen to group members 10. ll. 12. 13. 14. 15. l6. l7. l8. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. -83- He criticizes poor work. He gives advance notice of changes. He speaks in a manner not to be questioned. He keeps to himself. He looks out for the personal welfare of individual group members. He assigns group members to particular tasks. He is the spokesman of the group. He schedules the work to be done. He maintains definite standards of performance. He refuses to explain his actions. He keeps the group informed. He acts without consulting the group. He backs up the members in their actions. He emphasizes the meeting of deadlines. He treats all group members as his equals. He encourages the use of uniform procedures. He gets what he asks for from his superiors. He is willing to make changes. He makes sure that his part in the organization is understood by group members. He is friendly and approachable. > 3’ ID > W > O O O O U U U U U 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. -84- He asks that group members follow standard rules and regulations. He fails to take necessary action. He makes group members feel at ease when talking with them. He lets good members know what is expected of them. He speaks as the representative of the group. He puts suggestions made by the group into operation. He sees to it that group members are working up to capacity. He lets other people take away his leadership in the group. He gets his superiors to act for the welfare of the group members. He gets group approval in important matters before going ahead. He sees to it that the work of group members is coordinated. He keeps the group working together as a team. -85- APPENDIX E INSTRUCTIONS FOR PRINCIPALS IN FILLING OUT THE LBDQ 1. Be sure to write your name in the space "Your Name.‘ 2. On the following pages is a list of items that may be used to describe your behavior as perceived by your teachers. Describe as accurately as you can your behavior, as you believe it to be perceived by your teachers. 3. Place the completed questionnaire in the envelope provided, seal the envelope and return it to the person administering the LBDQ. For Questionnaire see Appendix D -86- MICHIGAN STATE UNIVERSITY EAST LANSING . MICHIGAN 48823 COLLEGE OF EDUCATION - DEPARTMENT OF ADMINISTRATION AND HIGHER EDUCATION ERICKSON HALL APPENDIX F Dear Teacher: The forms which you have are part of a study which is searching for answers to many questions facing school administrators and teachers. We seekgyour cooperation. There are no right or wrong answers. Please answer each. guestion so that you are expressing your true feelings. You are asked not to put your name on any of the forms. And, when you are through, place the questionnaire back in the envelope, seal it, and give it to your staff member who was chosen to mail them to Michigan State University. The result of this study could benefit classroom teachers by making principals aware of your needs and thus enable you to make the greatest possible contribution to your students. I am well aware of the demands made on your time, and I deeply appreciate your help. Sincerely, James E. Green JEG:ew -87— APPENDIX G GUIDELINES FOR SCORING TEACHER MORALE FORM 1. Teaching school . . . (4) (3) (l) (0) thwarts ambition; conscientiously is physically impossible; is not a democratic situation; is often trying due to outside influences causes tensions; needs improvement; is a far more difficult job than most people realize; becomes more time consuming and requires more effort each year is simultaneously the most frustrating and rewarding experience I have known; a job, with good insurance value; has its ups and downs; is a full time career has offered me more satisfactions than frustra- tions; can be rewarding; can be a great challenge; has its rewards; is usually a rewarding experience is rewarding; is interesting and enjoyable; makes life more meaningful; is enjoyable and stimulating; is a satisfying and worth-while profession; is the only way I consider spending my life 2. My salary . . . (4) (3) (2) (l) is inadequate; is too low to compensate for time and effort; is too low; is too depressing to talk about; is inadequate for a man raising a family could be better; is not as high as I would like it, but I'll get by; while improving, is not adequate for responsibilities; could be better; is moderate and needs outside assistance is $4480; is above $5000; is $5000 annually; is needed to help our financial situation has been more adequate in recent years; has improved; is improving; is sufficient at this time; affords me a comfortable income but there is always room for improvement (0) -88— is good; is very satisfactory; is very good; is fine; is quite adequate; is a good salary; is more than I've earned in other work 3. My future in teaching . . . (4) (3) (2) (l) (0) --no future; is not as good as in other occupa- tions; stretches ahead for many years and is depressing because teaching is subject to more pressures every year is uncertain; is insecure unless I get an advanced degree; will become more difficult; is limited; is fine for a few years but not forever; will depend on ability to pay my bills depends upon the powers that be; depends upon how much of my life I am willing to devote to teaching; is dependent upon the demands of my family; depends on the job I do --would like to on another level; is not bad; probably will go on; is good except for the economic aspects; is assured since I am on tenure; appears to look good is promising; is what I look forward to as a very important part of my life; is to be a long time; offers steady employment because I intend to stay a good teacher; looks good 4. Morale of teachers in this school . . . (4) (3) (2) is very low; is low; is terrible; has deteri- orated in last two years; is lower than in any of the other schools; is weak; is very low most of the time could be improved; is typical of most schools this size, but is better this year; should be higher; is not as high as it should be; is not as high as it was; could be higher regarding teaching is high, regarding building is low; --I am not closely acquainted enough to know their true feelings; is mixed; seems average; is up and down (l) (O) -89— is fairly high; is good considering; seems good; is generally good; is higher than average; is fair to good with exception of a few; is good except for the many duties which are not actual teaching is good; seems high; is good this year; is good except for a few exceptions who wouldn't be pleased in heaven; seems good most of the time; is good as far as I can determine; is quite good considering some of their difficulties 5. Faculty meetings . . . (4) (3) (2) (l) (0) aren't as effective or as frequent as they should be; have been a waste of time; don't accomplish much; are poor; never change - bla - bla; in general take time and accomplish little should be better; for the most part could be handled in bulletins; need better organization; are often longer than necessary; are a mixed blessing; could be more to the point are like most faculty meetings; should be well- planned; are held weekly; are half loving and half interesting; should be short; are relatively new to me; could be informative; are infrequent; should be held only when necessary are OK if they have a purpose; are sometimes necessary; have improved; --enough; are not too frequent to be a burden; are business-like; are extremely worth-while if properly conducted; are fair to good this year are a great improvement; are few and held only when there is a purpose; are well conducted and not too frequent; here, are efficiently run and never concerned with trivia; on the whole are very helpful 6. The people of this community . . . (4) do not appreciate the work of public school teachers; are often biased and ridiculous in their demands; don't show enough interest in the schools; have little time for school; are too interested in running the school (3) (2) (l) (0) _90- are not overly friendly; know very little about the learning process; are most divided intellec- tually than most -- hence we have problems; do not always support the public schools are average people; back the school but are critical; differ greatly; I suppose are like people of most communities; vary a great deal in attitudes, standards, etc.; are both kinds; —-varied are becoming quite a mixture of liberals and conservatives -- good community nevertheless; are average in some ways, but above in intel- ligence; are fairly interested in schools; are fine except for a few jerks are interested in teacher welfare; are in support of a good school; seem to have a great deal of respect both for the schools and teachers; are pleasant to work with; are interested in school problems and the education of their children 7. My working environment . . . (4) (3) (2) (l) is poor; is not adequate; is not good; needs a quiet place to eat and work; is not ideal -- much to be desired; is physically poor; is lacking in modern equipment could be improved to cut fatigue; could be improved for convenience and pleasing affect; at times leaves something to be desired; is not too good; needs improvement in use of free time, lunch, toilets, phone is what I make of it; is all right, but one person is very undesirable to work with; is variable; is too noisy but congenial is relatively good; is satisfactory; is fair; is better since I have a classroom in which to work; is all right; is fair -- I like to work with some teachers; could be improved only slightly; is better than average (0) -9]_- is very good; is enjoyable; is pleasant; is very fine; is very desirable; is excellent; is marvelous; is tops; -—I've never had it so good; is great; is excellent because I am in a new school; is relaxing; is adequate and pleasant for an old school 8. Teachers . . . (4) (3) (2) (l) (0) in my estimation, are the most apathetic, semi— literate, group of professionals in our society; are lazy, unrealistic, and timid; myself included, are often very petty and selfish; in most cases are a sorry lot could improve their profession; should be more careful to observe the ethics of professionalism; do not always work together; should concentrate on big issues instead of making "mountains out of molehills;" need to raise professional standards and students should have mutual respect; can be guided by the spirit of the faculty toward better or poorer teaching; must be very different for different fields; are made up of men and women; are of as many personality types as there are in the general populace are less dull here than most places; generally are sincere individuals; are reasonably pleasant; are often maligned but generally thought of in a good light by the public; are friendly but tremendously busy are dedicated and interesting people; are swell people; are a good group of people; on the whole are a very nice and friendly lot; should be the happiest people in the world 9. My principal . . . (4) is not as positive a force as he should be; is not an administrator; is a yes man; is a "pussy- foot" administration climber; insists that his teachers solve all problems (3) (2) (l) (0) -92- tries but has a lot to learn; should at all times adopt an attitude of impartiality; is well- meaning but has lost contact with the problems in teaching; is limited by general policy from above; should handle more of discipline problems is new; is a woman; is dedicated and at times narrow—minded is great but he tries to please too many people; is very kind at times; is fair; is doing his job; is new and untried but seems to be good; is usually cheerful and encouraging but doesn't seem to be in good health does a very fine job -- fair, firm, and honest in his dealings; is a good man; is fair and dedicated; is understanding; is sincere, honest, and compassionate; is unique; he knows what it is to be a teacher; is an excellent administrator and a fine man 10. Teamwork among teachers . . . (4) (3) (2) (l) (0) is lacking; is non-existent; is subject to petty differences; is very difficult in this situation-- some have been considered leaders for many years and others' viewpoints are not very graciously accepted could be improved; could be greater in this school; may be an impossibility; is not con- spicuous; is not accomplished to its fullest possibilities seems fine in some departments and doubtful in others; should be voluntary; --good with some, not with others; is to be desired; is essential is fine--so far as it goes; is acceptable here; is fair to good; is fairly good when given the chance; seems very good except for a few who give all they meet a bad time is good; is outstanding in most cases; has helped me to get settled in my situation; is fine at all times; is necessary and effective in this school; is high -93- 11. Children today . . . (4) (3) (2) (l) (0) respond to a challenge by running the other way; have no manners at all; are too coddled and want something for nothing are being pressured by counselors if of poten— tial; do not read enough; need more physical training; need to realize the importance of education are no better nor worse than children in the past; are a diverse lot; are typically children; are typical; are parents of tomorrow are more up and coming, perhaps a little harder to control--still very interesting; are rest- less but eager to learn; watch too much TV, but otherwise seem to be learning more are like they were in 1940, 1920, 1900, alert, anxious, to grow up individuals; have a wider scope of experiences, are more mature than ever before; are ahead in many respects 12. Parents . . . (4) (3) (2) (l) (0) are too busy in this day and age to care for children; spoil their children, give them too much, don't teach them to be independent but expect them to succeed in school need to stay at home with children; expect children to grow up too soon; could give a little more training in the home; are often unaware of their influence upon their children are cooperative as a rule, but many are not interested; are the same everywhere, some are interested, and some not; have the children are fairly cooperative; don't interfere are cooperative; are fine; are most understanding; can be very helpful; are good; are nice here in Boulder; are interested in education _94- 13. Fringe benefits in teaching . . . (4) (3) (2) (l) (0) are nil; are not very helpful; are inadequate-- teachers should come under social security-- nation should be under tenure; are ridiculous compared to those or organized, skilled labor; are not enough to make it appealing to talented should be increased to compare with those in industry; need improvement; need clarification; are not as good as more salary; are not too numerous; are few but better than a decade ago; should be increased along with salaries are not tangible; I don't know; are both pro and con; are necessary for career teachers; do not concern me; --free summer if one can afford it; are a way to improve a teacher's lot on the sly are improving; are getting better; are average and above; OK; gives one a certain bit of pres- tige in the community; are already present if one looks; appear good but could be strengthened; can be good are considerable; are good; are a source of security to me; make it a desirable profession; --never dull or routine; good hours, good pay for a woman, summers to travel and study; are adequate 14. Channels of communication . . . (4) (3) (2) are poor and the teacher usually is the last to know of changes if told at all; should be improved greatly; are poor; have always been the weakest part of this system can always be improved; get clogged occasionally; could be more direct; can be a problem; are becoming too long as the school size increases; sometimes break down -- the Christmas confusion could operate through a building representative; depend on rapport between teachers; are some- times adequate, other times not; to whom? (l) -95- are good; are well handled; nearly always excellent; are fine here; are open and make a new teacher realize that help is available; are excellent 15. Clerical help . . . (4) (3) (2) (1) 16. The (4) (3) (2) is badly needed by me and others; is too often provided by teachers; is almost non-existent; is inadequate--not enough personnel to do the job could be improved; needs to be properly oriented in school work; could be increased; should be offered in more areas; seems to need better direction is improving but still more needed; can do much to alleviate the teachers' burdens; is essential in a school; could use more but grateful for what we have can be had if one is respectful and courteous; is satisfactory; has improved; is good-looking; is adequate; is excellent but overworked has been good; it outstanding; is excellent in this school; is a great help; is terrific; is the best; is very good here; is always pleasant and helpful school board . . . is weak and not at all fair; needs replacing with one that has broadened vision; does not consult teachers enough; was duped by a minority should pay salaries, build buildings and let trained people deal with educational problems; should get acquainted with their teachers; needs to study problems more thoroughly before making decisions has a tough job in these times; will be new next year; is on its way out; I do not know; will be changed this month; I haven't had much contact with (l) (O) -96- seems conscientious but a little unrealistic; is the most intelligent I have worked under but needs direct communication with teachers; would do a better job if the community would let them is conscientiously trying to understand and help to solve our problems; seems excellent in spite of it all; has courage; is doing a good job 17. Administrative policies . . . (4) (3) (2) (l) (0) gets too complex and binding; are made to help administrators and usually cause us inconven- iences; too often hinder the educational process need occasional revamping; are mostly based on theories; are many times formed without teacher participation; consume time can only be carried out when fully understood by intelligent people; are average; are necessary for communications; should be formed by teachers and administrators seem to be fair; are probably good but not followed by all; are fine as long as there aren't any more -— ample exist; are not unreasonable seem to be fair for all concerned; in general are liberal and fair; are generally wise and beneficial; are clear and fair; are usually well explained in advance 18. Professional organizations . . . (4) (3) do very little for the classroom teacher; are not functional; do not exist in teaching; leave much to be desired in Boulder could be more effective; need more teacher participation; are well-meaning but unable to solve the basic problems of teachers; should work harder for better salaries and working conditions (2) (l) (O) -97_ are necessary, but should not be a prerequisite; should be strong and work actively; are as good as people make them; and their success depends on the work of their members are necessary and in general are serving their basic purposes; generally work for the welfare of teachers; are necessary; are good but too numerous are the best means for improving one's teaching; have elevated our profession; are helpful; give needed help and support in professional problems 19. Evaluation of my work . . . (4) (3) (2) (l) (0) is a farce; has not been satisfactorily carried out; is entirely too much a matter of heresay; is impossible under the present set-up; must have been done according to the color of my eyes should be handled by all people in my department; is not based on a broad consideration of the various aspects of teaching; could be done more often should be done frequently; should be done by someone who knows you; must be subjective; is difficult for most administrators; is something I wish to reserve for myself is of some help to me; is good but could always improve; -—the best that time allows; seems fair; is welcome; might help improve it is very beneficial; has been very fair and courteous; is a worthwhile and necessary motiva- ting device that leads to better teaching; --generally very good 20. American education . . . (4) reflects our ease and love of tranquilizers; is bogged down by too many kids who do not desire it; should improve in all areas if we are to exist as a nation (3) (l) (O) -98- needs more emphasis on humanities; is trying to do too much; stresses efficiency, not character; is excellent in concept but below in practice; needs something is neither as bad as Mr. Bestor would hope nor as good as the NEA feels; has, after all, the masses to consider; should never be compared with European on the whole is fine but it must get better; has done much but has a long way to go; is good for the intelligent; is trying to improve is the best for the most and that's as it should be; is generally good; is the best in the world; serves the purpose for which it is intended; is a wonderful system 21. Opportunity to help make policy . . . (4) (3) (2) (l) (O) 22. The (4) is too seldom given to those closest to the problem; has not been extended to me because of personal conflict in my department should be.increased; is more heard than done; is fine if decisions are implemented; is actually limited; is not as frequent as it should be should be shared; would be democratic; would mean nothing to me; should be done by those interested in the welfare of all concerned is fine up to a point; is fairly good; is good on some things; is sometimes available to teachers; is given to selected committees for the approval of all is present and appreciated; is very strong; 18 good; is excellent here; is very good in Boulder; has been good; is excellent in this school PTA . . . is a poor organization; is not much; is a farce; should be eliminated since teacher-parent con- ferences serve its purpose; does not help the school (3) (2) _99- needs to require more consistent members; could be better organized; should have better parent attendance; is a necessary but so irksome meeting should be thoroughly studied; should be a strong liaison between home and school; is helpful in some schools, in others it is a nuisance seems to be an active enough group; is worth- while but could be better planned; is OK in many areas; does excellent work but those who would profit most do not attend is very worthwhile; is a very helpful organiza- tion; has done a good job; is a good active group; is important and helpful; is a good place to meet parents informally 23. Teaching materials and supplies . . . (4) (3) (2) (l) (0) are hard to get; are limited in use because of their cost and the set—up for ordering ahead of time; are difficult to obtain--too much red tape; come too slow are a dime a dozen except for books--the greatest essential; should take a larger portion of the budget; --in time we do get a few supplies; are not always available should be furnished by the school; should be provided in adequate amounts; are very necessary for good instruction; are essential are up to standard in most cases; are satisfactory; are better than they used to be; are, as a rule, adequate; for my teaching are good enough are plentiful; are adequate and good; are just fine; are handled well; are at hand; are very adequate; are always suffiCient 24. Custodians . . . (4) are not responsible and do not do a good job; are reluctant to really clean a dirty room; are lazy as a rule; do a very poor job but make as much as teachers (3) (l) (O) -100- merely sweep the floor; don't seem to have good morale; need better equipment and more help; don't seem to be adequately trained for their work; need better orientation are people; are here to stay; vary too much for generalizations; must be able to get along with people; have a pronounced effect on morale are all right; can be more cooperative than teachers; are usually good; --ours does the best he can; could do dusting but otherwise is adequate and helpful do a very fine jOb; are doing a good jdb; at present are the salt of the earth; are pleasant and helpful; can be a big help; are very coopera- tive and friendly 25. Professional standards . . . (4) (3) (2) could be a bit higher; are too low and too flexible; are low because of college preparation standards and salaries; are getting lower all the time should be increased; need scrutiny; need re— emphasis and clarification; need attention; need to be raised even more should be high; are necessary; are a must; depend on individual standards; are a measure of a teacher's efficiency are slowly raising; will improve; are basically good; are high but could be higher; are improving; are fair; are fairly high are high here; seem to be adequate as excellent personnel enter this system; are very good in Boulder; are highly maintained 26. My pupils . . . (4) do not put forth their best efforts and complain loudly and literally of outside assignments; are noisy; don't really know how to dig in and work 27. (3) (2) (l) (0) This (4) (3) (2) (l) (0) -101- don't produce to potential; create quite a discipline problem but it is a challenge to teach them; require more individual guidance than I have time to give are an average group of junior high people; are capable of learning; are human beings; represent all degrees of personal adjustment are lovable and lazy; appreciate school but are below average; are enthusiastic, lovable, intelligent children lacking somewhat in self- control are interesting, eager, and anxious to learn; are better educationally prepared than I was at their age; seem to enjoy their work; are the best in the school community . . is being slowly dragged into the 20th century; is already much too large; is not as good as it thinks it is; acts too high and mighty for the standards they actually have is sometimes wrong although they don't think so; has more potential than it uses; needs to seriously evaluate curriculum development; has some peculiar attitudes is conservative in nature; is progressive in some areas but reactionary in others; is changing; has all kinds of peoples; is growing is above average; is a good one in general but has too many vocal minorities that get their way; is fair; is beautiful and I would never want to move from it, but there are strange factions here is a delightful place to live; is great; is a good one in which to teach; has great potential; is one of the finest of its size to live in and offers many advantages -102- 28. The superintendent . . . (4) (3) (l) is a fence rider; is too much interested in community relations to be concerned with teachers; was duped by a clever minority and therefore supported de-emphasis of Christmas is nice, but we need character and principle in our administration; should delegate more of the smaller details; should visit all schools regularly has to be a sounding board for all complaints directed at the school system; is Natt B. Burbank; has a full-time job; has a big job is conscientious and tries but lacks self- understanding; seems to be an excellent one, though somewhat pompous personally; is way above average in competence although he seems a little distant at times is a reasonable man; has done a good job; is very good; is personable, fair, and thoughtful; is a fine man in all respects; is superior to most 29. Discipline . . . (4) (3) (2) (l) (0) leaves much to be desired; is weak; is not sufficient in education; is something we have to spend too much classroom time coping with is not as good as it should be; could be improved; needs to be improved in the home; is a problem in any school is necessary to effective teaching; must be maintained by the classroom teacher; is an individual matter; is needed has not been, so far, a large problem in this area; is better than it used to be; is less a problem here than the system in which I taught last year is never a problem for me; is good; offers no problems; is good and the administration backs one up; is fine; is easy to manage in this school -103- 30. Teaching assignments . . . (4) (3) (l) (O) are not well distributed; are made too often at the convenience of administrators rather than on the wishes and abilities of the teacher; are not made fairly are unequal in spite of all attempts; need more departmental influence; need to be equalized; are sometimes too heavy to allow time for superior teaching should be given according to training in a speci- fic field; should be fair and consider the load; should take into consideration what the teacher is able to teach are fair -- almost; are generally geared to the - teacher's training; are not exceSSive; aren‘t too far out of line; are satisfactory are fair and commensurate with ability; are fair and equal; have been made according to my ability and interest; have taken my preference into consideration 31. Personnel policies . . . (4) (3) (2) (l) (0) are heavy for me; seem to be inconsistent; lack foresight; are often too arbitrary and impersonal; are non—existent; --what personnel policies? are not always followed; need better controls; need improvement; need improving in education; should consider needs rather than specific rules should be made by the people involved; vary; seem to largely depend on quality of administration; are in the handbook are OK; are satisfactory; are in line; are gen- erally well handled, though somewhat restrictive; are usually fair are good; are the best; are very satisfactory; are fair and open-minded; have been just; are carefully considered; are excellent 32. 33. -104- School administrators . . . (4) (2) (l) (0) This (3) (2) (l) (0) operate on the premise that teachers must meet deadlines for their convenience while their purpose should be to help us; are much less important to education than they would have us believe could have a more flexible view toward every phase of the educational program; should get into the classroom more to feel the real pulse of the school should work for the teacher; I do not yet know much about; have varied jobs and varying degrees of success; are needed I suppose are, on the whole, doing good work; have diffi- cult positions; are usually only fair to good; on the whole are good, but some aren't working for improvement of their schools are the best; are helpful; are generally pretty fine; work very hard; here -- my own -- are fine; are fair and try to consider each individual school . . . is too college oriented; is very much in need of new facilities; has low morale; leaves much to be desired in many areas like most others, has room for improvement; could improve its standards; is becoming too large; has an informal power structure is in a period of transition; is composed of a very heterogeneous mixture of teachers and students; is average in types of students; is like most schools is a good one that could be improved; is a nice place to work except for the poor ventilation; is adequate; is good in comparison with others like it, but of course could always be improved has warmly welcomed me as a new teacher; is excellent; is above average in many ways; is a good place to teach; does a good job for its pupils -105- 34. My class size . . . (4) (3) (2) (O) is overloaded; is too big; is often too large; is too large for the size of the room; is far too big; is year by year making me blind; is too large for a seventh grade class is a little large; is sometimes too large; should be twenty students as a maximum; could be smaller; is 31 which is 6 or 7 too many is 30; averages 25; is average; varies; in science was usually capacity; is approximately thirty per class; is thirty which is normal is satisfactory; is fair to good; is reaching manageable size; is not unreasonable; is below the average; is about the right number to work with is quite satisfactory; is good; is very favor- able; is good for my subject; is perfect; is just right; couldn't be better; is small and easier to handle 35. The in-service program . . . (4) (3) (2) (1) does not do its job; is a waste of time; is lousy -- needs more teacher participation in planning; is inefficient since most of the time devoted to this comes at the end of a full day could stand improvement; needs to be started; should feature more work under degree programs; is not too well defined is worthwhile if, and only if, it doesn't put the faculty in too much of a bind; is unfamiliar to me; is carried out; helps, but some spent on things like testing committee is poorly organized is a good idea sometimes; is reasonable but should be broadened; is acceptable; is all right; offers several possibilities; is pretty good; is improving; is OK -106- (0) is good; is very good in our school; in this system is a good one; is very helpful; is a fine opportunity for teachers; offers terrific opportunities for personal advancement 36. Teacher welfare . . . (4) doesn't seem to concern anyone; is not a major interest of concern to the school system; is not adequately accounted for, especially mental health (3) is not always taken into consideration; could be improved; doesn't seem to worry too many people except teachers; is open to improvement in some respects (2) is something I know little about; is necessary for good work on the job; will fall into place if policy is favorable; --I am not sure (1) is getting better; is satisfactory; is fair; is usually considered by the administration; is in line with others; --haven't had occasion to need it, but have seen it in action for others (0) is fine; is particularly good in the policy of time allowed for illness; in our school is very good; is the best; is excellent; is ample; is often first thought of 37. The curriculum . . . (4) is poor because of so many changes this year; is too heavy; is too restricted by schedule makers; is too segmented; is too free and easy—- lacks coordination (3) could stand some improvement; is almost too broad; should be more definite in some areas; needs bringing up to date; needs changes (2). is adequate for the college bound, but not so good for the average; needs constant revision; must be kept in balance; is not as good as it should be but much time is being spent to improve it (l) -107- is being improved; is adequate; is excellent but crowded; is flexible and a subject for continued study; is OK; is pretty well planned is very good; offers more than most and is well-advanced in its set-up; is well balanced; is varied and has depth; gives wide experiences to students 38. Teacher opinions . . . (4) (3) (2) (l) (0) are not openly expressed where they would do some good; carry too little weight with the administration; are not generally observed or heeded; are not considered very important are sometimes quite radical; don't amount to much unless they can be substantiated; are opinionated but meek; are often expressed but don't mean much center on their own area of endeavor; are only as valid as the teachers that give them; are diverse; some worthless, some excellent; could be very helpful if teachers would express them can be a help; are usually, not always, given careful consideration; when sincere and objective, are respected; do mean something to be thought about are usually very realistic; are respected; are respected and evaluated; are sensible; are made use of; are always listened to, judged, and considered by a faculty group 39. My teaching ability . . . (4) (3) worries me; is hampered by too heavy a work load; deteriorates in some classes because I have too many; is hampered by tradition could stand improvement; isn't improving as fast as I would like; is less than my intelligence; has been a ground for self-criticism for many years 40. (l) (4) (3) (2) (l) (0) —108- depends very much on patience with the type of student I have; depends to a considerable extent on morale; is average; lacks a lot of experience but will improve is adequate -- better in some areas than others; is OK; is fair; is getting better; is slightly above average; is OK when I try; is adequate on a comparative basis is good; is high; I think is much above average; improves each year; is very good; satisfies me; I hope is good; is exceptional were to choose my life's work over again . . I would not be a teacher; --not teaching as it goes today; I would go into medicine; I would do something in the arts; I would go into electronics I would look over the field with more care; I'd probably make the same mistake; I would start voice training earlier; I would have to think long and hard before I would go back into teaching I would certainly wish to be a mother and a housewife once again; teaching is not my life's work -- being a housewife and mother is; I would take everything at the time into consideration I'd teach, I think; it would be teaching, possibly in a private school where the intellect is honored; I'd probably still be a teacher; I'd teach, I think -- though not in the same field I would be a teacher; I would do the same; it would be teaching I am sure; I would prefer to choose teaching; I would again choose the teaching profession APPENDIX H ANALYSIS OF VARIANCE AND CHI-SQUARE CONTINGENCY TABLES 109 110 .muomumm porno one mGOHumoHHmom cmmBDom coauomumDCH Ham moam uommwm coaumoflamom ma Houum maacflmsmm mam efi.om>.amm Hmuoa om.mmo.a mam mm.mmm.mmm Nouum maficflmamm am.o >m.a oa.ma¢.fi H ow.ma¢.d m4 mm.o am.o md.mfim a ma.mam m mo.o mm.a mm.mm>.a H mm.mme.¢ 4 .Qoum oeumflumumim mumsmm cmoz Eoommum mmumoom mo Sow moc0flum> mo mmmummn mo mousom daemon moumoflammm QDHB HMHuouomm Mom wands dogmaum> mo mflmhamcd m>.¢mm.m>a mm.mm oo.mfim.mmm.m mm. I m>.mmfi oma oo.©mm.om ¢N.mem.mmfi mm.fim oo.>mo.mao.m mm. ma.ama omfi oo.mmm.om am.aom.ana oa.mm oo.>mo.mmm.m mm.m >¢.¢mfi owe oo.mdd.am oo.mm>.mma oo.am oo.mwm.mm>.m mm.ml me.mma Oma 00.0mm.mm ea.ome.amm mm.mm oo.mmm.>mm.afi om.0ma omm oo.mmm.om name: may Eoum .Q.w mmNMSWm Edm ucmEmuocH and: .omum 85w COHDMH>0Q .m .m and: macho: Hosomde ma mandaum> unmodmmmm m¢ m4 / - N . mm-HOU m WHO .HOU w MHO m m H 2 A0 m H z AOmv — mmHOU m MHO mmHOU m MHO .cmamoa Hmumoflamom nuHB Hoauouomm Mom magma pommmmlnsm mammflocflum omUGHEIodonU mumsommp odocflalommoHO muonommu odocHEICoQO maddfloaflum omocflalcmmo ZOHmMQ MUZ¢Hm¢> m0 mHqu.05 H-9 Distribution of High and Low Morale Teachers in Respect to Teachers Feelings About Their Degree of Stubbornness Com- pared with the Average Population Teachers More Same Less Total High morale 25 46 200 Low morale 45 31 180 Totals 70 77 380 Chi-Square = 11.195 df = p = <:.01 H-10 Distribution of High and Low Morale Teachers in Respect to Feelings of Superiority or Inferiority Complex Teachers Superiority Inferiority Total High morale 89 110 199 Low morale 73 107 180 Totals 162 217 379 Chi-Square = 1.573 df = p ='.30 114 H-11 Distribution of High and Low Morale Teachers in Respect to Their Feelings of Having Received Adequate Love and Attention in Childhood Teachers Yes No Total High morale 182 18 200 Low morale 159 21 180 Totals 341 39 380 Chi-Square = 1.630 df = 2 p = .20 H-12 Distribution of High and Low Morale Teachers in Respect to Their Degree of Self-Confidence More than Less than Teachers Average Average Average Total High morale 70 116 14 200 Low morale 54 116 10 180 Totals 124 232 24 380 Chi-Square = 2.582 df = 3 p = <:.50 bUt.>350 H-13 Distribution of High and Low Morale Teachers in Respect to Their Sensitivity to Criticism More than Less than Teachers Average Average Average Total High morale 54 130 16 200 Low morale 68 92 20 180 Totals 122 222 36 Chi-Square = 8.424 df = 3 p = 402 115 H-14 Distribution of High and Low Morale Teachers in Respect to Their Reaction to Failure Bothers Bothers Don't Consider- Soon Let Doesn't Teachers ably Recovers Bother Bother Totals High morale 56 127 5 2 200 Low morale 55 120 3 1 180 Totals 121 247 8 3 380 Chi-Square = .877 df = 4 p = <:.90 but :> .80 H-15 Distribution of Teachers According to Sex in Respect to Teachers Realizing Their Fullest Potential in Teaching Teachers Yes No Total Male 113 93 206 Female 104 70 174 Totals 217 163 380 Chi-Square = 381.933 df = 4 p = <: .01 H—16 Distribution of Teachers According to Sex in ReSpect to Teachers Degree of Fatigue at the End of School Day Compared with Other Teachers Teachers More Same Less Total Male 45 117 44 206 Female 25 122 27 174 Total 70 239 380 Chi-Square = 388.265 df = 6 p = -< .01 116 H-l7 Distribution of Teachers According to Sex in ReSpect to Number of Years Teaching Experience _6 or Teachers 1 2 3 4 5 more TotaI_ Male 26 16 21 12 25 106 206 Female 36 23 15 8 7 85 174 Total 62 39 36 20 32 191 380 Chi-Square = 395.550 df = 12 p = <1 .01 H-18 Distribution of Teachers According to Sex in Respect to Teachers Feelings About Their Degree of Stubbornness as Compared with the Average Population Teachers More Same Less Total Male 43 120 43 206 Female 27 113 34 174 Totals 70 233 77 380 Chi-Square = 383.246 df = 6 p = ‘1 .01 H-19 Distribution of Teachers According to Sex in ReSpect to Their Feelings of Having a Superiority or Inferiority Complex Teachers Superiority Inferiority Totals Male 97 109 206 Female 65 108 173 Totals 162 217 379 Chi-Square = 383.488 df = 4 p = <1 .01 117 H-ZO Distribution of Teachers According to Sex in ReSpect to Their Feelings of Having Received Adequate Love and Attention in Childhood u—n—n m—. m Teachers Yes No Totals Male 185 21 206 Female 156 18 174 Totals 341 39 380 Chi-Square = 381.002 df = 4 p = <1 .01 H-21 Distribution of Teachers According to Sex in Respect to Their Degree of Self-Confidence “I More than Less than Teachers Average Average Average Totals Male 77 120 9 206 Female 47 112 15 174 Totals 124 232 24 380 Chi-Square = 387.401 df = 6 4p = <5 .01 H-22 Distribution of Teachers According to Sex in Respect to Their Sensitivity to Criticism More than Less than Teachers Average Average Average Totags Male 59 124 23 206 Female 63 98 13 174 Totals 122 222 36 380 Chi—Square = 384.291 df = 6 p = <1 .01 118 H-23 Distribution of Teachers According to Sex in Respect to Their Reaction to Failure Bothers Bothers Don‘t ConSider- Soon Let Doesn't Teachers ably Recovers Bother Bother Total Male 63 137 3 2 206 Female 58 110 5 1 174 Totals 121 247 8 3 380 Chi-Square = 191.874 df = 8 4p = ‘<:.01 ”lllllll'fllllllll“