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Filmed as Xerox University Microfilms 300 North Z e e b Road Ann Arbor, M ichigan 48106 75-27,327 SCHAEFER, William F,, III, 1942AN ANALYSIS OF THE PERCEPTIONS OF TEACHERS, ADMINISTRATORS, AND BOARD OF EDUCATION MEMBERS OF THE IMPACT OF TEACHER TENURE IN THE PUBLIC SCHOOLS OF THE STATE OF MICHIGAN, Michigan State University, Ph.D., 1975 Education, administration Xerox University Microfilms, Ann Arbor, Michigan 48106 Copyright by William F. Schaefer III 1975 AN ANALYSIS OF THE PERCEPTIONS OF TEACHERS, ADMINISTRATORS, AND BOARD OF EDUCATION MEMBERS OF THE IMPACT OF TEACHER TENURE IN THE PUBLIC SCHOOLS OF THE STATE OF MICHIGAN By William F. Schaefer III A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Educational Administration and Higher Education 1975 ABSTRACT AN ANALYSIS OF THE PERCEPTIONS OF TEACHERS, ADMINISTRATORS AND BOARD OF EDUCATION MEMBERS OF THE IMPACT OF TEACHER TENURE IN THE PUBLIC SCHOOLS OF THE STATE OF MICHIGAN By William F. Schaefer III Purpose of the Study The basic purpose of the study was to determine if there existed significant differences between the perceptions of teachers, adminis­ trators and local board of education members regarding the impact and effectiveness of the Teacher Tenure Act in the Michigan public schools. Variables used to analyze the perceptions of teachers, administrators and local board of education members regarding the impact of tenure were position (teacher, administrator, or board of education member); size of the school district (large or small); socio-economic status (SES) of the school district and locale (rural/urban) of the school district. Methodology The design of this study, which was descriptive and comparative in nature, sought to analyze the perceptions of teachers, administrators and local board of education members regarding the impact and effective­ ness of the Michigan Teacher Tenure Act in the Michigan public schools. A questionnaire entitled Survey of Teachers, Administrators and Members of Local Boards of Education Regarding Tenure (STAMBERT) was sent to 60 randomly selected Michigan public school superintendents, 120 randomly selected Michigan public school teachers, and 60 randomly William F. Schaefer III local board of education members. The questionnaire requested the respondents to indicate their opinions and perceptions of tenure and the Michigan Teacher Tenure Act. Recommendations regarding changes needed in the Michigan Teacher Tenure Act were solicited at the bottom of the questionnaire. Major Findings The following conclusions appear to be justified on the basis of the findings of this study: Hypothesis 1 : Position was a significant variable in determining whether or not the perceptions of teachers, administrators and board of education members differed significantly as to their opinions on whether mandatory tenure has helped improve the teaching profession in the State of Michigan. Hypothesis 2 : Position was a significant variable in determining whether or not the perceptions of teachers, administrators and board of education members differed significantly in their view that the Michigan Teacher Tenure Act provides local boards of education and administrators with a systematic, expedient procedure for eliminating incompetent tenured teachers. Position was also a significant factor in the groups' perceptions of whether or not the Michigan Teacher Tenure Act protected competent tenured teachers from arbitrary dismissal. Hypothesis 3 : The variable of position was not influential in determining whether or not the perceptions of teachers, administrators and board of education members differed significantly regarding the functioning of the Michigan Tenure Commission as being an effective revievr agency for tenure appeals. Hypothesis 4 : Size of the Michigan school district was not a signlficant variable in determining whether or not teachers, adminis­ trators and board of education members held congruent perceptions of the impact of teacher tenure in the Michigan public schools. William F. Schaefer III Hypothesis 5 : The socioeconomic status of the Michigan school district was not a significant variable in determining whether or not teachers, administrators and board of education members held congruent perceptions of the impact of teacher tenure in the Michigan public schools. Hypothesis 6 ; Locale of the Michigan school district was not a significant variable in determining whether or not teachers, adminis­ trators and board of education members held congruent percep­ tions of the impac t of teacher tenure in the Michigan public schools. Implications and Recommendations The following implications and recommendations were derived from the findings of the study. 1. The Michigan Teacher Tenure Act should be continued with immediate attention given to revisions designed to simplify, clarify and make the act more in line with its original purpose. 2. All teachers, administrators and local board of education members should be required to attend periodic workshops designed to explain the procedures and changes in the Michigan Teacher Tenure Act. 3. The awarding of tenure should not be permanent but should be subject to periodic review and renewal based on a teacher's demonstrated teaching ability. This study indicated rather strong support for eliminating "lifetime tenure" and replacing it with a form of "continuing tenure" subject to periodic review and renewal based on a teacher1s demonstrated teaching ability. Sixty-four percent of the teachers, seventy-four percent of the board of education members and seventy-three percent of the administrators who responded agreed or strongly agreed that the awarding of tenure should not be per­ manent but should be subject to periodic review and renewal based on the teacher's demonstrated teaching ability. 4. The Michigan Teacher Tenure Act should require the Teacher Tenure Commission to appoint hearing officers responsible directly to the Teacher Tenure Commission who would attend tenure hearings at the local level. William F. Schaefer III 5. Teachers facing dismissal should be afforded the option of appealing their dismissal through the Michigan Tenure Commission or through the Michigan Circuit Court System but not both. The various current levels of appeal appear to serve only to make tenure dismissals prolonged and expensive to both parties involved. 6. A full time position of executive director for the Teacher Tenure Commission should be created and filled. This individual should report directly to the State Superinten­ dent of Public Instruction. 7. The Teacher Tenure Commission should be expanded from the present five member commission to seven members. It appears to be in order to recommend that the two new members appointed to the Tenure Commission be attorneys. The governor should appoint one attorney recommended by the teachers* association with the other being recommended by the Michigan Association of School Boards. Suggestions for Further Study 1. Replicate this study in three years or following revision of the Michigan Teacher Tenure Act to determine what changes may have occurred in the perceptions of teachers, administrators and board of education members regarding the impact of teacher tenure. 2. Replicate and expand the present study relating to the impact of teacher tenure to include a study of the relationship between the Michigan Teacher Tenure Act and Public Act 379 and their combined impact on the Michigan public schools. 3. Develop an in-depth study, based upon the present Michigan Teacher Tenure Act, Tenure Commission decisions and court rulings that would serve as a position paper for recommendation to the State Board of Education and State Legislative Education Committee of needed changes in the Michigan Teacher Tenure Act. 4. Duplicate this study using variables other than position, size of school district, socioeconomic status of the school district, and William F. Schaefer III locale of the school district as the variables. Perhaps factors such as age, or experience in education or as a school board member could be used to measure the various groups' or different groups' perception of teacher tenure. This study should also be replicated at the university or college level where the subject of tenure appears to be equally relevant. DEDICATION This manuscript is dedicated to my mother, the United States Air Force and the American Educational System who helped me to understand the importance of self-reliance and how to be your own best friend — and to my wife, Pat and son, Derek who understood. Also to Superintendent Donald McAlrey, the Eau Claire Elementary Staff, and the Eau Claire Michigan Board of Education who helped make the completion of this dissertation and degree possible. ii ACKNOWLEDGMENTS It is with deepest appreciation that I acknowledge the direction, assistance and most significantly the friendship provided by Dr. Walter Scott and Dr. David Dean. These men were far more than advisors. They were true friends who always could find time and understanding. Sincere appreciation is also extended to Dr. Albert Levak for his generous editorial assistance and Dr. Howard Hickey for support. As committee members, these gentlemen served "par excellance." Thanks to Dr. Norman Bell and Steve Okejnik of the Research and Consultation Department for their help with statistical procedures and the research component of this study. Thanks also to Lou, Linda, Pat, Andre, Jerry, Bill, Ernie, Jackie and other associated with the Michigan State University Mott Institute For Community Improvement for their time, friendship and assistance when needed. Thanks to Fran Fowler for her invaluable contribution of organizing and typing this manuscript. I shall be ever grateful to Superintendent Donald McAlrey, the Eau Claire elementary staff and the Eau Claire, Michigan, Board of Education who helped make the completion of this dissertation and degree possible. iii Finally, and above all, I most appreciatively thank my wife, Pat, whose tolerance, fortitude and understanding are second to none, and son, Derek, who assisted in his own special way. faith in me were truly inspirational. Their hope and TABLE OF CONTENTS Page LIST OF T A B L E S ....................................................... vii Chapter I. II. INTRODUCTION............................................. 1 Statement of the Problem .............................. Purpose of the Study . ................................ Need for the S t u d y .................................... Assumptions of the Study , ........................... Statement of the Hypotheses........................... Design of the Study. .............. Procedure for the Study. . .............. Definition of Terms............................. Overview of the T h e s i s ................................ 2 3 4 7 7 9 11 11 14 REVIEW OF THE HISTORY AND RELATEDLITERATURE . . . . . . Tenure Background and Literature. . . . .............. Major Studies Prior to 1964.......................... Michigan Teacher Tenure Act Background ............... Literature Related to Michigan's Teacher Tenure Ac t .......... Concerns About Teacher Tenure......................... Summary of History and Related Literature.......... . . III. DESIGN AND PROCEDURES. ................................ 16 16 21 29 31 41 45 47 Introduction ................................. . 47 Selection of the Population andS a m p l e ................ 47 Statement of Testable Hypotheses...................... 49 Instrumentation............................. 51 Administration of the Surveys ....................... 57 Research Method and Data Analysis Technique............ 57 Summary................................................. 58 v Page IV. V. ANALYSIS OF THE D A T A .................................... 59 Purpose of S t u d y ...................................... Statement of Hypotheses................................ Additional Findings of Study ......................... Summary................................................ 59 60 99 100 SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS................ 102 Introduction..................... Summary................... Findings of the Study............ Further Findings ........................... . . . . . Conclusions............................................ Implications and Recommendations..................... Suggestions for Further Study......................... 102 102 105 108 109 110 120 A. The Michigan Teacher Tenure Ac t ........................ 122 B. Survey of Teachers, Administrators and Members of Local Boards of Education Cover Letter . . . . . . . . . . . . . . . . . . . . 131 Survey of Teachers, Administrators and Members of Local Boards of Education Regarding Tenure (STAMBERT)......................... 132 Letter from Department of Education Regarding Teachers1 Names and Addresses....................... 135 Letter Regarding Tenure Study to Michigan Teacher Tenure Commission........................... 136 Reply From Executive Director of Michigan School Board Association Regarding Tenure Study ........................................ 137 SELECTED BIBLIOGRAPHY.............................................. 138 APPENDICES Appendix C. D. E. F. vi LIST OF TABLES Table 3.1 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 Page Teachers, Administrators and Local Boards of Education Attitudes Toward Tenure Areas ........ 53 Results of Analysis of the Variance (ANOVA) Between Perceptions of Teachers, Adminis­ trators and Board of Education Members Regarding Teacher Tenure Improving the Teaching Profession............ .............. ~ 7^ 61 Mandatory Michigan Teacher Tenure Act Improved Teaching Profession ....................... 61 Michigan Teacher Tenure Act Improved Public*s Confidence in Educational Process.. . . . . . . . . 62 Michigan Teacher Tenure Act Should Be Continued as Written ..................... 62 . . . . . Michigan Teacher Tenure Act Has Improved Educational Process.......... 63 Michigan Teacher Tenure Act Has Improved Working Relationship Among Teachers, Administrators and Boards of Education ............. 63 Michigan Teacher Tenure Act Has Improved Quality of Teaching. ................................ 64 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members Regarding Michigan Teacher Tenure Act Providing Expedient Procedures for Eliminating Incompetent Tenured Teachers and Protecting Competent Tenured Teachers ......................... 65 Michigan Teacher Tenure Act Provides Systematic Procedures For Eliminating Incompetent Tenure Teachers. . ..................... 66 vii Michigan Teacher Tenure Act Provides an Expedient Procedure for Eliminating Incompetent Tenure T e a c h e r s ............... 66 Tenure Provides Teachers With A Lifetime Contract . ....................... 67 Tenure is Necessary to Protect Tenured Teachers From Arbitrary Dismissal ........ 67 Michigan Teacher Tenure Act Protects Competent Tenured Teachers From .......... Arbitrary Dismissal . . . . . . 68 Michigan’s Teacher Tenure is Necessary to Insure Due Process for Tenured Teachers. 68 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members Regarding Michigan Tenure Commission Being an Effective Review Agency ............................. 70 Michigan Tenure Commission Functions as an Effective Review Agency For Tenure Appeals. 70 Mandatory Tenure Laws Should Be Abolished . . 71 Michigan Tenure Commission Is Necessary To Act as a Review Agency For Tenure Appeals 71 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members from Large and Small School Districts Regarding Teacher Tenure Improving the Teaching Profession ........ 73 Michigan Teacher Tenure Process Has Improved Educational Process............ . 73 Michigan Teacher Tenure Act Should Be Continued As Written. . ................... 74 Michigan Teacher Tenure Act Improved Public Confidence in Educational Process. 74 . Mandatory Michigan Teacher Tenure Act Has Improved Teaching Profession............... 74 Michigan Teacher Tenure Act Has Improved Working Relationship Among Teachers, Administrators and Boards of Education. 75 viii . . Table Page 4.25 Michigan Teacher Tenure Act Has Improved Quality of Teaching ......................... 4.26 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members From Large and Small School Districts Regarding Tenure Act Providing Expedient Procedures For Eliminating Incompetent Tenured Teachers and Protects Competent Tenures Teachers . . . . . . 4.27 Michigan Teacher Tenure Act Pxrvides Systematic Procedures For Eliminating Incompetent Tenured Teachers. . ............. 4.28 Michigan Teacher Tenure Act Provides An Expedient Procedure For Eliminating Incompetent Tenured Teachers. . . .......... 4.29 Tenure Provides Teachers With a Lifetime Contract. ........................ ............ 4.30 Tenure Is Necessary To Protect Tenured Teachers From Arbitrary Dismissal .......... 76 . . . 77 . . . . 78 . . . 79 . . . . 79 4.35 Mandatory Tenure Laws Should Be Abolished . . . . . . 80 4.36 Michigan Tenure Commission Is Necessary to Act as a Review Agency . . . ............ . . . 80 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members From Upper Middle Class and Lower Middle Class School Districts Regarding Teacher Tenure Improving the Teaching Profession . . . . . ............... . . . 82 4.31 Michigan Teacher Tenure Act Protects Competent Tenured Teachers From Arbitrary Dismissal . . . . . . . .......... 4.32 Michigan's Teacher Tenure Act Is Necessary To Insure Due Process For Tenured Teachers. 4.33 4,34 4.37 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members From Large and Small School Districts Regarding Michigan Tenure Commission Being An Effective Review Agency .......... ................... Michigan Tenure Commission Functions As Effective Review Agency For Tenure Appeals. Mandatory Michigan Teacher Tenure Act Has Improved Teaching Profession .......... 83 Michigan Teacher Tenure Act Improved Public's Confidence in Educational Process . 83 Michigan Teacher Tenure Act Has Improved Quality of Teaching ............... 83 Michigan Teacher Tenure Act Has Improved Working Relationships Among Teachers, Administrators and Boards of Education . . . 84 Michigan Teacher Tenure Process Has Improved Educational Process .......... 84 Michigan Teacher Tenure Act Should Be Continued As Written. . ................. 84 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members from Lower Middle Class and Upper Middle Class School Districts Regarding the Tenure Act Providing Expedient Procedures For Eliminating Incompetent Tenured Teachers and Protects Competent Tenured T e a c h e r s ........ .. ............... 85 Michigan Teacher Tenure Act Provides Systematic Procedures For Eliminating Incompetent Tenured Teachers . . .......... 85 Michigan Teacher Tenure Act Provides An Expedient Procedure For Eliminating Incompetent Tenured Teachers . . . ........ 86 Tenure Provides Teachers With A Lifetime Contract ........... ....................... 86 Tenure Is Necessary To Protect Tenured Teachers From Arbitrary Dismissal........... 86 Michigan Teacher Tenure Act Protects Competent Tenured Teachers From Arbitrary Dismissal. . 87 Michigan Teacher Tenure Act Is Necessary To Insure Due Process For Tenured Teachers . 87 x Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members From Upper Middle Class and Lower Middle Class School Districts Regarding Michigan Tenure Commission Being An Effective Review Agency for Tenure Appeals .......... ................... 88 Michigan Tenure Commission Functions As Effective Review Agency For Tenure Appeals . . 88 Mandatory Tenure Laws Should Be Abolished. 89 . . . Michigan Teacher Tenure Commission Is Necessary To Act As A Review Agency For Tenure Appeals . . . ..................... 89 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members From Rural and Urban School Districts Regarding Teacher Tenure Improving the Teaching Profession............. 91 Mandatory Michigan Teacher Tenure Act Has Improved Teaching Profession . . ........ 91 Michigan Teacher Tenure Act Improved Public Confidence in Educational Process............. 92 Michigan Teacher Tenure Act Should Be Continued As W r i t t e n .................. 92 . . . Michigan Teacher Tenure Process Has Improved Educational Process ................. 92 Michigan Teacher Tenure Act Has Improved Working Relationships Among Teachers, Administrators and Board of Education Members. 93 Michigan Teacher Tenure Act Has Improved Quality of Teaching ................. 93 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members From Rural and Urban School Districts Regarding the Tenure Act Providing Expedient Procedures For Eliminating Incompetent Tenured Teachers and Protects Competent Tenured Teachers. . . . 94 xi Table 4.63 Page Michigan Teacher Tenure Act Provides Systematic Procedures For Eliminating Incompetent Tenured Teachers ....................... 94 Michigan Teacher Tenure Act Provides An Expedient Procedure For Eliminating Incompetent Tenured Teachers ....................... 95 Michigan Tenure Commission Functions As Effective Review Agency For Tenure Appeals ........ 95 Tenure Is Necessary To Protect Tenured Teachers From Arbitrary Dismissal................... 95 Michigan Teacher Tenure Act Protects Competent Tenured Teachers From Arbitrary Dismissal........... 96 Michigan Teacher Tenure Act Is Necessary To Insure Due Process For Tenured Teachers ........ 96 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members From Rural and Urban School Districts Regarding Michigan Tenure Commission Being An Effective Review Agency For Tenure Appeals ................... 97 Michigan Tenure Commission Functions As Effective Review Agency For Tenure Appeals ........ 97 4.71 Mandatory Tenure Laws Should Be Abolished............. 98 4.72 Michigan Teacher Tenure Commission Is Necessary To Act As A Review Agency For Tenure A p p e a l s ............................. 98 4.64 4.65 4.66 4.67 4.68 4.69 4.70 xii CHAPTER I INTRODUCTION In 1937 the Michigan legislature provided the state's school districts the opportunity to vote, on a local district basis, tenure for its teachers. At the same time, the legislature established the Tenure Commission as a board of review for cases involving teacher tenure. By law the Tenure Commission members were appointed by the governor and consisted of two classroom teachers, one board of educa­ tion member, one superintendent, and one member not affiliated with the schools. The original Tenure Commission members were initially appointed for terms of one or two years, with each term beginning on the first day of September. Immediately preceding the expiration of their respective terms the governor appointed succeeding members of the Tenure Commission for terms of five years. In the event of a vacancy on the Tenure Commission, the g o v e m o r immediately appointed a successor to complete the unexpired term.^ In the twenty-seven year span from 1937 to 1964, only fiftynine districts out of one thousand districts provided tenure for their teachers. During this period twenty-one cases were brought before the Tenure Commission for its review and decision. ^The Michigan Teachers Tenure Act, Act No. 4 of the Public Acts of the Extra Session of 1937, as amended, including theamendments of 1967. Article VII, (729 & 730 38 - 131 & 132) p. 5. 1 2 Because of limited local initiative and involvement, the Michigan Education Association started a petition drive in 1963 for a proposed constitutional amendment which would provide tenure to teachers through­ out the state. By 1964 the petition drive had collected 325,000 signatures to present to the governor for his action. At that time, legislators deemed an act mandating teacher tenure in the public schools might better be provided by statute so that future modification could be implemented by the legislature. In 1964 the Michigan Teacher Tenure Act was introduced, passed the legislature and was put into operation on August 28, 1964. The passage of this Tenure Act left the Tenure Commission intact as the board of review for cases involving tenured teachers and tenure appeals. Prior to the passage of mandatory legislation, relatively little was known about teacher tenure by legislators and the general public. Statement of the Problem The year 1964 marked the beginning of a new era for teachers, administrators and local boards of education. The new tenure law gave teachers job security resulting in an extraordinary change in their status and outlook. Michigan's statewide tenure provision gave teachers permanent status in a school district after they had served a proba­ tionary period of two years and were approved for tenure by the school board. No teacher on tenure could be dismissed arbitrarily. School boards were required by law to follow definite procedures before dismissing teaching personnel. The advent of statewide tenure also brought the beginning of formal observation and evaluation of teachers for the purpose of 3 retention or orderly dismissal. Since 1964 hundreds of cases involving possible dismissal of tenured teachers have been started at the local level, only a small percentage of which reach the Tenure Commission. Thus, the Tenure Commission has heard and rendered decisions in only a small, but annually increasing, number of cases. This is a study of the perceptions of teachers, administrators, and board of education members regarding the impact of teacher tenure in the State of Michigan. Purpose of the Study If we define situations as real, they are real in their consequences. — W. I. Thomas To paraphrase Thomas, "if men perceive situations as real, they are real in their consequences." With some people perception is a questionable topic, however, educators use the technique quite freely in their conversations. The way we perceive things is another way of expressing our internalization of what our senses are exposed to in an environment. Combs correlates: "The perceptual view of human behavior holds that the behavior of an individual is a function of his perceiving. This is to say, how any person responds or behaves at a given moment is a direct expression of the way things seem to him at that m o m e n t . "2 In education for a long time there has been the question of whether teachers, school administrators and the local boards of 2 D.C.: Arthur W. Combs, Perceiving, Behaving, Becoming Washington, Association for Supervision and Curriculum, 1962, p. 57. 4 education that are charged with the legal responsibility of operating the public schools share the same or similar perceptions. This study examines the perceptions of teachers» administrators, and board of education members in one area, the area of teacher tenure. More specifically this inventigation sought to examine differences in perceptions that existed among teachers, administrators, and local board of education members pertaining to the impact and effectiveness of the Michigan Teacher Tenure Act. The researcher gathered data pertaining to costs, time involvement, and effects of the tenure act on school systems. Need for the Study The 1964 mandatory tenure legislation had an immediate effect on the school systems of Michigan, which until that time had come under the provisions of the optional Tenure Act from 1937. From 1937 through 1964, seventeen cases were submitted to the Tenure Commission for final resolution. Twelve of the judgments in these cases were rendered in favor of the teacher. These twelve cases were so decided because of either inadequate preparation by the boards of education or failure of the boards to adhere to the laws governing teacher tenure. 3 The fact that mishandled cases resulted in judgments favoring the teachers in slightly over two-thirds of the cases, revealed that many practicing school administrators, teachers, and board of 3 Richard Escott, "A Study of Teachers Tenure in Michigan" (Unpublished Thesis, Michigan State University, 1970), p. 3. 5 education members in the Michigan public schools had never been made fully aware of the ramifications of the Michigan Teacher Tenure Act. It may be that concerns recently expressed among local board members and administrators in Michigan were a reflection of a growing nationwide trend and growing public demand for accountability for educational institutions. In previous state-wide conventions, including the 1974 convention, the Delegate Assembly of the Michigan Association of School Boards voted to support measures calling for repeal or revision of the present Michigan Teacher Tenure Act. The Michigan Chamber of Commerce has al^o been an outspoken advocate for revision of our public schoo1 system. One of the State Chamber's sixteen proposals for educa­ tional reform was the repeal of the Michigan Teacher Tenure A c t . Other organizations representing those responsible for administration and/or support of public schools joined the Michigan State Chamber of Commerce and the Michigan Association of School Boards in recommending either repeal or substantial revision of the Michigan Teacher Tenure Ac t . These included the Michigan Association of School Administrators and Michigan Congress of Parents and Teachers. On the other hand, teachers' unions steadfastly refused to consider modifications of the Michigan Tenure Act. 4 In Septembers 1972, a National. Gallup Poll disclosed increasing public disapproval of teacher tenure over the previous two years. In 1970, 53% of the parents of public achoo1 children interviewed expressed ^James Jiarrett, "Tenure: A Different Perspective School Board Journal, XIX, No. 5 (January 19 73), p. 12. Michigan 6 disapproval of tenure while in the 1972 poll this percentage had increased to 64%."* It seemed inevitable that many more teachers would be asked to resign or face dismissal preceedings if the public clamor for accountability continued to increase. The last step for a board of education in discharging a teacher remained with the Tenure Commission. Recent cases revealed that school boards and school administrators were still not fulfilling the legal requirements of the Michigan Tenure Act.^ For this reason, it was important that boards and practicing school administrators become familiar with the workings of the Michigan Teacher Tenure Commission and fully knowledgeable about the Michigan Teacher Tenure Law. This could be done by a thorough review of the Michigan Teacher Tenure Act and previous key Tenure Commission decisions in an effort to determine legal interpretations of the Act. Study and review of this nature could enable public school administrators and boards of education to be better prepared and more knowledgeable in the area of tenure. It appeared that in an era of accountability, master contracts, and powerful unionized teacher associations, administrators and boards of education would do well to understand the tenure procedures. ^George H. Gallup, "Gallup Poll of Public Attitude Toward Education," Phi Delta Kappan (September 1972), pp. 38-50. ^Allen v Hart Public Schools, Case Number 119, 10/72; Nelson v Willow Run Public Schools, Case Number 127, 3/73; Henderson v Memphis Community School District, Case Number 121, 12/72; Charles Bode v Roseville School District, Case Number 141, 6/73; William Farmer v Holton Public Schools, Case Number 147, 7/73; and Margie Clawson v Clawson City School District, Case Number 150, 7/73. 7 Assumptions of the Study The need for this study was based upon the following assumptions: 1. That public school administrators and boards of education would continue to seek dismissal of selected tenure teachers for various reasons. 2. That a study of this nature would have relevance for public school administrators and board of education members who need to recognize the legal ramifications in prosecuting tenure cases. 3. That a thirty-eight year old Tenure Act with little revision might be in need of empirical examination and possible updating. Statement of the Hypotheses The study was designed to probe the perceptions of teachers, administrators and boards of education regarding the impact and effectiveness of the Michigan Teacher Tenure Act on the public schools in the State of Michigan. Mandatory tenure was adopted under the rationale that it was desired by teachers, administrators and boards of education to: (1) imp rove the quality of teaching, (2) give competent teachers a greater feeling os security, (3) provide boards with established systematic procedural guidelines for separating incompetent tenured teachers from the school system, and (4) provide due process for teachers. ^Donald Griese, "Tenure Provisions For Teachers Will Give Better Schools," Michigan Education Journal, 41 (September 1963), p. 3. 8 A decade of experience has not conclusively demonstrated that mandatory tenure has met all the purposes for which it was enacted. The attempt to answer the general research question relating to the effectiveness of the act provided the basis for this study. The general research question tested the following six minor hypotheses: Hypothesis 1; The perceptions of teachers, administrators and board of education members will not differ significantly as to their opinions on whether mandatory tenure has helped improve the teaching profession in the State of Michigan. Hypothesis 2 : The perceptions of teachers, administrators and local board of education members will not differ significantly in their views that the Michigan Teacher Tenure Act provides local board of education members and administrators with a systematic, expedient procedure for eliminating incompetent tenured teachers and protecting competent tenured teachers from arbitrary dismissal. Hypothesis 3 : The perceptions of teachers, administrators and local board of education members will not differ significantly regarding the functioning of the Michigan Tenure Commission as being an effective review agency for tenure appeals. Hypothesis 4 : The perceptions of teachers, administrators and local board of education members regarding the impact of teacher tenure will not differ significantly according to the size of the Michigan school district. 9 Hypothesis 5 ; The perceptions of teachers, administrators and local board of education members regarding the impact of teacher tenure will not differ significantly according to the socio-economic status of the Michigan school district. Hypothesis 6 : The perceptions of teachers, administrators and local board of education members regarding the impact of teacher tenure will not differ significantly according to the rural or urban characteristics of the Michigan school district. Design of the Study The study was descriptive and comparative in nature, with the six specific hypotheses stated above forming the basis for the question­ naire and observations. Anonymity of respondents was provided where needed or desired. The Michigan State Department of Education School Management Services Division records showed that as of January 31, 1974 there were 531 K-12 public school districts and 69 non K-12 public school districts in the State of Michigan. This information further revealed that there were 531 K-12 public school boards of education, 69 non K-12 public school boards of education, and 93,852 teaching positions listed in the public schools of Michigan. 8 8 Interview with representative of Michigan State Department of Education School Management Service Division on April 15, 1974. 10 For the purpose of uniformity only the teachers, administrators and board of education members from the 531 K-12 public schools were included in the study. No teachers, administrators or board of education members employed in the 69 non K-12 public school districts were included. Information concerning school districts? respective size was obtained from the State Department of Education. Names and addresses of teachers and administrators were also obtained from the file of the Michigan Department of Education Teacher Certification Division. School boards names and addresses were obtained from the files of the Michigan Association of School Boards. A questionnaire was sent to 60 randomly selected Michigan public school superintendents, 120 randomly selected Michigan public school teachers and 60 randomly selected Michigan local school board members requesting their opinions and perceptions of tenure and the Michigan Teacher Tenure Law. A stratified random sample was used. The 531 K-12 Michigan Public School Districts were first stratified into either large school districts (K-12 enrollment over 10,000 students) or small school districts (K-12 enrollment under 10,000 students). From this stratifi­ cation process 30 superintendents, 60 teachers and 30 local boards of education from large school districts were selected for surveying. A like number for each group from small school districts were selected for surveying. The random selection of administrators, teachers and local boards of education was made using a table of random numbers. 9 9 Statement No. 4914, Table of 105,000 Random Decimal Digits, May 1949. This table was prepared by the Interstate Commerce Commission Bureau of Transport Economic and Statistics. 11 A questionnaire entitled Survey of Teachers, Administrators and Members of Local Boards of Education Regarding Tenure (STAMBERT) was then mailed to the selected 60 public school superintendents, 120 public school teachers and 60 local boards of education. The question­ naire requested the superintendents, teachers and local boards of education to indicate their opinions and perceptions on the impact of teacher tenure and the Michigan Teacher Tenure Act. The five members of the Tenure Commission were observed during Tenure Commission activities and hearings. Procedure for the Study 1. Construct the questionnaire that was sent to 60 randomly selected Michigan public school superintendents, 120 randomly selected Michigan public school teachers, and 60 randomly selected Michigan local public school boards. 2. Field test questionnaire. 3. Select sample. 4. Mail questionnaire to sample. 5. Arrange for personal observations and interviews where necessary. 6. Follow-up letters where necessary. 7. Analysis of data. 8 . Written report of results. Definition of Terms In order to clarify some terms used in the study, the following are defined: Attitudes: verbalization. Reflect a disposition to an activity, not a They are organizations of incipient activities, of actions 12 not necessarily completed, and represent, therefore, the underlying disposition or motivational urge. Attitudes are socially formed and are based on cultural experience and training. Attitudes are selective. They provide for discrimination between alternative courses of action and introduce consistency of response in social situations. Attitudes 10 are orientations toward others and toward objects. Perception: "an awareness of the environment gained through direct or intuitive cognition. Behavior is valued as a function of p e r c e p t i o n . T h e way we perceive things is another way of expressing our internalization of what our senses are exposed to in our environment. Key School Personnel: For the purpose of this study key school personnel were considered to be Michigan public school adminis­ trators , nub lie school teachers in K-12 school districts and local school board of education elected members. Tenure: Permanent appointment of instructional personnel to the professional staff. 12 Persons having such appointments can only be dismissed by following a predetermined procedure for dismissal. Within this procedure a local hearing with specific charges is necessary. The right to appeal to an outside party is provided in the Michigan Teacher Tenure Act. Those procedures include written notice filed and ^ G e o r g e Stern, "Measurement of Non-Cognitive Variables in Research on Teaching." Handbook of Research on Teaching (Washington, D.C.: National Education Association, 1963), p. 404. ^ C o m b s , O p . Cit., p. 57. 12 Edward W. Smith, Stnaley W. Drause, and Mark M. Atkinson, The Educator's Encyclopedia, (Englewood Cliffs, N.J.: Prentice-Hall, Inc. 1961), p. 871. 13 given to the teacher, reasons for dismissal, a hearing by the local board of education, and the right of appeal to the Tenure Commission within the prescribed 30 day time limit. Tenure Commission: A board of review first appointed by Governor Frank Murphy in 1937. This Commission was established to speed up decisions by aggrieved teachers, since court actions are usually more costly and time-consuming. By law this board appointed by the governor must consist of two classroom teachers, one board of education member, one school superintendent, and one member not affiliated with 13 the schools. Local Board of Education: These boards were created by the legislature, bound by the laws of the legislature and the rules and regulations of the Michigan State Board of Education. Boards of education have control within statutory provisions of local school systems. Open Hearing: A hearing conducted by the local board of education at the request of the teacher. All proceedings are available and open to public observation. Closed Hearing: A hearing conducted by the local board of education only at the request of the teacher. All proceedings are closed to the public and all transcripts are confidential. Hearing de novo: Tenure Commission level. A hearing conducted at the Michigan State All past testimony gathered at the local level is not used and a totally new hearing takes place at the State Tenure Commission level. 13 Michigan Teacher Tenure Act, Op. Cit., p. 5. 14 Small School District: A small school district was considered to be a school district whose total K-12 enrollment for 1973 was less than 10,000 students. Large School District: A large school district was considered to be a school district whose total K-12 enrollment for 1973 was 10,000 students or more. Impact: The word impact was used by the researcher to mean effect, influence or result. Lower-Middle Class School Districts: For the purpose of this study the researcher used the term lower-middle class to refer to all school districts that would be characterized as lower-middle class or lower in socioeconomic status. Upper-Middle Class School Districts: For the purpose of this study the researcher used the term upper-middle class to refer to all school districts that would be characterized as upper-middle class or above in socioeconomic status. Overview of the Thesis The thesis was organized as follows: Chapter I presented the rationale for the study, statement of the problem, purpose of the study, needs and assumptions of the study, hypothesis to be investigated, design of the study, terms pertinent to the study, and an overview of the thesis. Chapter II of this study reviews the available literature on the history of tenure. The Michigan Teacher Tenure Act as well as the rulings of the Michigan Tenure Commission in selected cases were included. 15 A copy of the Michigan Teacher Tenure Act was reproduced in its entirety and included as Appendix A. Selected relative articles dealing with the subject of teacher tenure in the State of Michigan were also included. Chapter III presents the research methodology and further description of the research design. Chapter IV presents the data obtained and data analysis. Chapter V includes a summary of the data. CHAPTER II REVIEW OF THE HISTORY AND RELATED LITERATURE The review of the related literature will present a theoretical and philosophical background for the study and, consequently, a concep­ tual framework for examination of the data. The history of teacher tenure will be traced with a number of the major studies in the area of teacher tenure discussed in some detail. Recent articles dealing with tenure in the State of Michigan lend insight into the Michigan Teacher Tenure Act. A summary of the major findings from a combined 1972 Michigan Association of School Boards (MASB) and the Michigan Association of School Administrators (MASA) study of problems relating to the Michigan Teacher Tenure Act will be presented. Views of representatives of the Michigan Education Association (MEA) and the Michigan Federation of Teachers (MFT) in the area of teacher tenure are presented. The views of the teacher's organizations, (MFT and MEA) the school board's organization (MASB) and the school administrator's organization (MASB) were included to point out the various feelings and positions maintained by these organizations in the area of teacher. A small section dealing with perception and perceptual psychology will be included. Tenure Background and Literature The fundamental theses of perceptual psychology maintains that the overt behavior of an individual is the result of his perceptions 16 17 of himself, his environment and others at the moment of action. Combs in an attempt to specifically define perceptual psychology asserts: The perceptual view of human behavior holds that the behavior of an individual is the function of his ways of perceiving. That is to say how any person behaves at a given moment is a direct expression of the way things seem to him at that moment. People do not behave according to the facts as they seem to an outsider. How each of us behaves at any moment is a result of how things seem to us. What a person does, what a person learns is, thus, a product of what is going on in his unique and personal field of awareness. People behave in terms of the personal meanings existing for them at the moment of action. In his classic demonstrations of perception, Ames concluded that (1) what is perceived is not what exists, but what one believes exists, and (2 ) what is perceived is what we have learned to perceive 15 as a result of past opportunities and experiences. The importance of Ames' findings has been, subsequently, reaffirmed by many social psychologists. For example, research by Proshansky, Lewin, Bruner and Goodman, McClelland and Atkinson, and Pepitone is based on the general assumption that overt forms of behavior are steered by individual perceptions of the environment. While behavior within a physical context is based upon personal perceptions of physical objects, it can be assumed that interpersonal behavior results from person perceptions. 14 15 Brunswick: Of critical Combs, Op. Cit., p. 67. Hadley Cantrill, The Morning Notes of Adelbert Ames (New Rutgers University Press, 1960). "^Albert Pepitone, "The Determination of Distortion in Social Perceptions," in Basic Studies in Social Psychology, ed. by Harold Proskansky and Bernard Siedenberg (New York: Holt, Rinehart and Winston, 1965), p. 71. 18 importance to this study is the focus of interpersonal perceptions. "Indeed, when we speak of person perception or knowledge of persons we refer mostly to the observations we make about intentions, attitudes, emotions, ideas,abilities, — events that are, so to speak, inside the 17 person." ' Consequently, attitudes and inner traits not only provide for the first and most significant points of interpersonal perception, but the most enduring as well. Interpersonal behavior, then, is founded in perceptions of attitudes and knowledge of self. It is upon this suggestion the present study is based. The first Civil Service Act was passed by the Congress of the United States on January 16, 1883. The passage of this first Civil Service Act was designed to curb the excessive turnover of government employees. In 1884, following the passage of the Civil Service Act in 1882 the National Education Association raised the question of estab­ lishing an act similar to the Civil Service Act for school employees. Following some discussion and political negotiating, the National Education Association in 1884 recommended the establishment of tenure principles similar to the Civil Service Act. Thus, the Teacher Tenure Act that was recommended by the National Education Association in 1884, like the Civil Service Act of the previous year, was seen as a way 18 of providing some stability in teaching positions. Even though the first concerns for teacher tenure and the teaching profession were voiced as far back as 91 years ago, the litera­ ture on tenure for educational employees was still rather scarce. A 17 Renato Tagreiri and Luigi Petrullo, ed., Person Perception and Interpersonal Behavior (Stanford, Calif.: Stanford University Press, 1958), p. X. 18 Kenneth Grinstead, A Study of the Michigan Teacher Tenure Ac t , (Ann Arbor, Michigan: Campus Publishers, Undated) , p. 1~. 19 major study by Cecil Winfield Scott done in 1934, stated that there were inadequate studies in the area of tenure. Scott indicated that the best study up to 1934 (in his opinion) had been done by Holmstedt. 19 Holmstedt had sought to do a comparison of the State of New Jersey which was under teacher tenure with the State of Connecticut, a non-tenure state. to be: 20 Holmstedt’s major conclusions as summarized by Scott seemed (1 ) that tenure may have had some influence in causing inadequate tenure teachers to be dismissed at an earlier date, (2) tenure apparently had had little influence in stabilizing teacher mobility, and (3) that "the protection is the chief benefit enjoyed by teachers in the tenured State of New Jersey." 21 A book by Clark Byse and Louis Joughin published in 1959 dealt with the subject of tenure in institutions of higher learning and in detail with the relationship between tenure and the law. 22 In 1963, the American Federation of Teachers did a major review of the various tenure laws that states were using. That study and a recent booklet by Kenneth Grinstead appear to be two of the major works dealing with the topic of tenure. 23 19 Cecil Winfield Scott, Indefinite Teacher Tenure (New York: Columbia University, 1934), pp. 1-5. 20 Raleigh W. Holmstedt, "A Study of the Effects of the Teacher Tenure Law in New Jersey," Contributions to Education No. 5 6 . (New York: Bureau of Publications, Teacher's College, Columbia University, 1932). 21 Scott, Op. Cit., p. 5. 22 Clark Byse and Louis Joughin, Tenure in American Higher Educa­ tion (Ithaca, New York: Cornell University Press, 1959). 23 Grinstead, Op. Cit., p. 1. 20 Robert T. Blackman recently completed a book entitled, Tenure: 24 Aspects of Job Security on the Changing Campus. ■ — M fc... .... .. ^ t- J « .J --i -|| , njfll || ,|, || This book tends to deal with the role and influence of tenure at the college and university level. Articles on the subject of teacher tenure are beginning to appear more regularly in professional publications. However the articles dealing with the subj ect of teacher tenure are still relatively insignificant in number and frequency when compared to the number of articles on teacher accountability, curriculum improvements, legal implications for education and financial problems. Massachusetts became the first of the states to enact legisla­ tion relating to teacher tenure or as it was referred to "tenure for teachers." This law that was passed by the legislature in 1886 was written in such a manner as to allow Massachusetts? schools to employ teachers under contracts for more than one year. In 1889, the Boston School Committee considered adopting a tenure policy that would provide for a one-year probationary period, four years of annual contracts (renewable each year) and permanent tenure thereafter. In addition to a multi-year contract the legislation provided that removal of a tenured teacher could be only for a just cause and following a proper hearing. The literature and research tended to reveal that as more states adopted tenure legislation the reasons cited to support this adoption became rather consistent. Briefly they were: (1) better talent and more stability would be brought to the teaching profession, (2) annual con­ tracts had not eliminated weak and undesirable teachers, and (3) other ry» Robert T. Blackman, Tenure: Aspects of Job Security on the Changing Campus, (Atlanta, Georgia, Research Monograph No. 19, July 1972). 21 civil employees' job security was based on a more definite longevity. However, a report issued as late as 1924 showed that instability was still a problem in the teaching profession ranging from a 4% yearly turnover in Florida to a 47% turnover in the State of Wyoming. Major reasons cited by the 1924 report for the turnover in the teaching profession were: 1. Discharge for political reasons 2. Discharge for non-residences (not district where employed) 3. 4. 5. living in school Discharge in order to make places for friends and relations of board members Discharge in order to break down resistance school policies to Discharge in order to hire lower salaried, inexperi­ enced teachers.25 Thus, the research tended to indicate that by 1924, despite the advent of teacher tenure, continuing contracts and other supposed safeguards gained by the various teacher organizations little success had been achieved in curbing the instability or doing away with the patronage type employment practices found in the profession. These remained in 1924, major goals for the teacher associations to pursue. Major Studies Prior to 1964 Scott's Study: A major study was conducted by Scott in 1934 in the area of teacher tenure. 2S Scott's study concluded that the history of tenure Richard L. Hogancamp, "The Historical Significance of the Michi­ gan Tenure Decisions Since 1964." Unpublished Ed.D. Dissertation (Wayne. State University, 1971), p. 9. 22 laws and legislation had a close relationship to the Civil Service Act and was influenced to a great extent by European countries. Scott seemed to feel that as the Civil Service Act and the European influence spread in this country, so would the awarding of tenure to teachers. Scott states: "Teachers in European countries are, generally speaking, regarded as Civil servants, and have legal protection in their positions; but only twelve American states and the District of Columbia had, by 1934, 25 accorded teachers in this country such legal protection." Scott felt that much of the credit for the enactment of the tenure laws in the United States belonged to the National Education Association. He also recognized significant contributions of the American Federation of Teachers. 27 Scott concluded from his research that the tenure laws which existed in the states in 1934 were poorly worded, and basically inadequate. Provisions most frequently omitted in the tenure laws w e r e : 1. Statewide application 2. Transfer regulations 3. A requirement of written resignation and time notice 4. A warning to unsatisfactory teachers and the opportunity for improvement 5. A written board decision after a hearing with a fixed time limit 6. Provisions for appeal to higher authorities 9f t Scott, Op. Cit., p. 9. 27Ibid., p. 25. Ibid., pp. 71 and 72. 28 23 However, the general public in 1934 was really not aware of the limitations of the tenure laws. What they saw and feared was the beginning of a widespread tenure movement that would make it impossible to discharge any teacher once they had gained tenure. Scott’s research does not support the fear that it was impossible to discharge tenured teachers. Regarding 137 cases appealed from 1926-1931, fifty-two decisions favored teachers and eighty-five favored the board of education. It appears that it may have been difficult but not impossible to remove undesirable teachers. Scott made the following recommendations for improving the tenure laws: 1. Stringent entrance requirements are important 2. Tenure laws need good wording, should apply to all those involved in classroom instruction and should provide immediate tenure on a short trial period for inexperienced teachers when the law takes affect. 3. The probationary period should be for a maximum length. 4. Discipline procedures should include: A statement of charges in writing through the superintendent; hearings on request or as a matter of course in the order of a trial — in orderly fashion with witnesses and counsel for both parties. Details for hearings ' should be provided in board rules and policies. The notice should be delivered in person or by registered mail. 5. At least a 30-day notice of intention to resign should be provided for in the tenure law. It should be in writing and "the type of action required of the board of resignation to be effective."30 29Ibid., pp. 71-72. ~^ I b i d ., pp. 145-154. 29 24 Two Studies by National Teacher Organizations In 1963, the American Federation of Teachers did a major review of the various tenure laws that states were using. The tenure laws of Alaska, Hawaii, Illinois and Massachusetts were carefully studied and reproduced for possible adoption by various other states. The American Federation of Teachers review found that in 1963 twenty-one states had some form of tenure for teachers. Twenty states were listed as having continuing contracts or some other form of protection for their teachers. Continuing contracts took many forms. However, the research seemed to indicate that most continuing contracts provided that a teacher who had satisfactorily completed a prescribed number of teaching years could only be dismissed if the board of education strictly adhered to the rights afforded that teacher under the continuing contract agreement. The right of appeal of a discharge to a body higher than the local board of education was probably the major characteristic that disting­ uished the twenty-one states which had some form of tenure in 1963 from the rest of the states. The right of appeal to a higher body in the discharge of a teacher was one of the most cherished safeguards provided by tenure and was actively sought by both teacher associations. 31 The states with the largest populations were usually the states that were most willing to grant tenure to teachers. tenure and continuing contracts on a trial basis. Some states tried North Carolina, one of the non-tenure states, repealed continuing contract status for its 31 George S. Reuter, Current Studies of Teacher Tenure (Chicago: Federation of Teachers, AFL-C10, 1963). 25 teachers as late as 1955. South Carolina, taking its key from the actions of North Carolina, did likewise the same year. 32 The right of appealing a dismissal to a higher body was granted in thirteen of the twenty-one tenure states. The remaining eight states provided no opportunity for appeal of a local board’s decision. Three states made provisions for some form of tenure commission to hear appeals. Oregon (in each district), Michigan (a State Tenure Commission established in 1937 by the Teacher Tenure Act) and New York (for school districts in towns of 4,500 population and over). The lack of a right of appeal was cited by many researchers, Scott among them, as one of the major defects in the tenure laws. The National Education Association in 1957 completed a short review of tenure. The National Education Association at that time was interested in studying the application of the teacher tenure laws to probationary teachers. The areas included in the study were tenure rights, how tenure procedures were conducted in various states and 33 the results of appeals of decisions of the local school boards. A summary statement expressing the National Education Associ­ ation* s position on tenure in 1957 included the following points: 1. Tenure builds morale and security. 2. Tenure gives freedom from petty reprisal. 3. Tenure releases a teacher's full energy job at hand. 4. Tenure provides for orderly dismissal of teachers. for the 32Ibid., pp. 39 and 41. 33 Trends in Teacher Tenure Through Legislative and Court Decisions, (Washington, D.C . : National Education Association, 1957), pp. 1-48. 26 5. Tenure does not create a protection for the incompetent teacher. 6. Tenure increases a teacher*s freedom to participate in public affairs. 7. Tenure blunts punitive movements due to vacilating public ^ opinions and resentments towards special groups of people. It was interesting to note that the arguments advanced by the National Education Association in 1957 for tenure were very similar to the arguments advanced in 1963-64 by the Michigan Education Association when they were lobbying for a mandatory teacher tenure act for the State of Michigan. Byse and Joughin*s Studies Clark Byse and Louis Joughin, in their book Tenure in American Higher Education, explain in great detail the topic of tenure and the law. 35 Robert Carr, who wrote the preface for the book, pointed out that one of the most valuable features of Byre and Joughin* s work was the way the authors had systematically evaluated the area of academic freedom and its relationship to academic tenure. According to Carr there was a very close relationship between the court's rulings in the area of academic freedom and academic tenure. He goes further to note that the record revealed that a majority of federal and state judges have seemed to share with much of the public serious misconceptions of 36 the meaning and purpose of academic freedom and tenure. ^ 'Ibid., p. 43. 35 Byse and Joughin, Op. Cit., pp. 71-130. 36Ibid., pp. 10-11 . 27 Byse and Joughin concluded that in 1959 the facts appear to support a growing public and legal system misunderstanding and mistrust of a strong tenure system. The fact remained that in the present state of the law there were many areas in which legal guarantees of procedural regularities were lacking. They go on to recommend that this defect be remedied by the courts or by the legislature through the development and enactment of statutes requiring compliance with the due process requirements. 37 In 1967, Louis Joughins edited a study for the American Association of University Professors entitled, Academic Freedom and rn 38 Tenure. This study of academic freedom and tenure indicated that pro­ fessors must receive effective protection of their economic security through a tenure system which should provide the following safeguards: 1. A probationary period of stated length, the maximum conforming to a national standard. 2. A commitment by an institution of higher education to make a decision in advance of the end of the probationary period whether a permanent relationship will be entered into; collaterally, national standards of notice for such decisions. 3. Appointment to a tenure post if a person is continued beyond the limit of the probationary period. 4. Termination of a tenure appointment only because of age under an established retirement system, financial exigency, or adequate cause.^9 37Ibid., pp. 120- 121. 38 Louis Joughin, Academic Freedom and Tenure, (Washington, D.C.: American Association of University Professors, 1967), p. 1. 3^Ibid., pp. 5-6. 28 American Association of School Administrators Study Paul Salmon, executive secretary for the American Association of School Adminlstrators, in the preface for a study on teacher tenure made several comments regarding the future of teacher tenure. Salmon's comments reflected the fact that attitudes toward tenure are changing. Salmon sees a trend across the nation to abolish or at least modify tenure laws. Salmon goes on to say "Many argue that the conditions necessitating the establishment of tenure laws no longer exist. Still others say that tenure laws in many states have become a shelter for incompetent teachers and administrators, poor evaluation procedures or both ."40 The study in which Salmon is writing then goes further to predict that "the concept of 1tenure' with all its clumsy and confusing burden of misinterpretation, with all of its flagrant misuse to protect the guilty and the ineffective along with the teachers needing protection, with all of its frightful maladministration which satisfies nobody — tenure as we know it will probably disappear before long. The forces opposed to teacher tenure as a statutory basis for teacher employment are doubtless too strong to be denied." AX But further research tends to reveal that what tenute laws intended — and have failed— to do will almost surely be preserved in other forms of administrative procedures. Clear and detailed administra­ tive procedures will probably be: 40Teacher Tenure A i n ’t The Problem, (Arlington, Virginia: can Association of School Administrators, 1973), p. 5. 41Ibid., p. 28. Ameri­ 29 — Set forth in written personnel policies — Validated by sound administrative and evaluative practices — Ratified in negotiated agreements — Fully consistent with just constitutional requirements These administrative procedures will then continue to afford the needed protection for the teachers and the administrators and the public's interest. Michigan Teacher Tenure Act Background The Michigan Legislature in 1937 enacted legislation which made possible a local option with regard to tenure. In 1963, prior to the passage of Act 4 of the Public Acts of Michigan (1964), fifty-nine school districts had adopted tenure provisions. Twenty-five percent of all the public school teachers in the state received some form of local option tenure approved by the districts' voters. The Michigan Education Association started a petition drive in 1963 for a proposed constitutional amendment which would provide tenure to teachers throughout the state. By 1964 the petition drive had collec­ ted 325,000 signatures to present to the governor for his action. At that time, legislators deemed an act mandating teacher tenure might better be provided by statute so that modification could be implemented by the legislature. The legislature received the tenure proposal at the beginning of the 1964 session. When'the proposal for teacher tenure in Michigan's public schools was brought to a vote, it passed the Senate by a 20 - 11 vote, with the House approving it by a 61 - 41 margin. On August 28, 1964, teacher tenure became a reality and governed relations between boards of education and teachers in all the public schools of the state. 30 As stated in its introduction, the Michigan Teacher Tenure Act was designed to provide continuing tenure of office of certificated teachers in public educational institutions; to provide for probationary periods; to regulate discharges or demotions; to provide for resigna­ tions and leaves of absence; to create a state tenure commission and to prescribe the powers and duties thereof; and to prescribe penalties for violation of the provisions of the act. 42 Major provisions set forth in the Michigan Teacher Tenure Act established that all teachers during the first two years of employment shall be deemed to be in a period of probation and at least sixty days before the close of each school year the controlling board shall provide the probationary teacher with a definite written statement as to whether or not his work has been satisfactory and the teacher was to be re­ employed . The act further provided that discharges or demotions of a teacher on continuing tenure may be made only for reasonable and just cause, and only after such charges, notice, hearing and determination thereof, as are provided in the act. The Michigan Teacher Tenure Act also left intact the State Tenure Commission, composed of five members; two of whom were to be classroom instructors, one a member of a board of education of a graded or city school district, and one a person not affiliated with the public schools.The advent of statewide tenure brought the beginning of formal observations and evaluation of teachers for the purpose of retention or orderly dismissal. Since 1964, hundreds of cases involving possible ^^Michigan Teacher Tenure Act, Op. Cit., p. 1. 31 dismissal of tenured teachers have been started at the local level. The Tenure Commission has rendered decisions in only a small, but annually increasing, number of these cases. The decisions rendered in cases that have been previously heard are one of the major bases for future decisions. The research revealed that in the first 171 cases decided by the Michigan Tenure Commission, seventy-one cases were decided in favor of the teacher and one hundred decisions favored the local board of education. Literature Related to Michigan’s Teacher Tenure Act The book, The Michigan Teacher and Tenure by Kenneth Grinstead, deals fully with the actual tenure law. 43 Grinstead indicated that he wrote this book for all segments of the public school audience. He expresses the view that sooner or later all public school people, be they teacher, administrator or school board members, were confronted with the need for a better understanding of the provisions set forth by the Michigan Teacher Tenure Ac t . Grinstead cites the ever increasing number of tenure appeals originated at the local level plus the increassing case load of the Michigan Teacher Tenure Commission as supporting evidence for this need for all school people to be better informed in 44 the area of tenure. Grinstead then proceeded to discuss the various rights afforded a teacher under tenure. He indicated that in his view there are certain procedural safeguards set forth in the provisions of the Michigan 43 44 Grinstead, Op. Cit., p. 5. Ibid., p. 5. 32 Teacher Tenure Act that must be strictly adhered to when a tenured teacher is dismissed. Grinstead cites the following procedures that must be followed: 1. A tenured teacher may be dismissed only after written charges have been filed and furnished the teacher. 2. The teacher must be given notice of data and oppor­ tunity for a hearing. 3. The board must render a decision within fifteen days after the conclusion of the hearing. 4. The teacher has the right to appeal the decision of the board of education to the tenure commission pro­ viding the appeal is made within thirty days after the board of education's decision. 5. The Tenure Commission is required to hold a hearing within sixty days after the date of appeal. 6. A tenured teacher whose contract has been terminated by a board of education and who has appeal to the tenure commission which has upheld the board's action may appeal to the court if he believes there has been a breach in the legal process.^5 In discussing the role of the school administrator in teacher dismissals, Grinstead indicated that the administrator must be able to document the written charges he has filed against a classroom teacher. The administrator should be able to describe situations which reflected upon the teacher's deficiencies as well as indicate what reasonable effort had been made to help correct these deficiencies. It was the role of the administrator to prepare and file the charges with the board of education for its consideration and to present definite and irrefutable evidence at the hearing to substantiate the charges. The administrator was under the highest professional obligation to present honest, complete and accurate information. 45Ibid., p. 23. To this end, files should be maintained and entry made into the file of appropriate information. Documentation must be an ongoing part of any administrator1s program and is doubly necessary under the provisions of the Michigan Teacher Tenure Act.4** A short section of Grinstead's book discussed the rights of school administrators under the Michigan Teacher Tenure A c t . Grinstead indicates that the Michigan Teacher Tenure Act provided an opportunity for a local board of education to establish tenure policies for its school administrators. Basically, that opportunity was based upon the satisfactory completion of an administrative probationary period. The board could grant administrative tenure merely by dropping the phrase, "this was a non-tenure position," from the new contract. Boards of education in Michigan have stipulated in most administrative contracts whether they desire an administrator to have tenure in his administrative position. In the State of Michigan if the board of education does not stipulate that an administrator does not have tenure in his position, then it has been deemed that the local school board, has in effect granted tenure to the administrator in his administrative position.4^ Two recent articles dealing with teacher tenure lend some insight into the tenure question. The fourth annual National Gallup Poll of the public's attitude regarding the public schools indicated that public disapproval of teacher tenure over the past two years had significantly increased. In 1970, 53 percent of the parents of public school children interviewed indicated disapproval of tenure for teachers, while in 1972 this precentage had increased to 64 percent. According to the 1972 Gallup 46Ibid., p. 23. 47 Michigan Teacher Tenure Act, Op. Cit., Article III, p. 2. 34 Poll, professional educators were closely split on the tenure issue with 42 percent disapproving, 53 percent approving and 5 percent with AQ no opinion. During the fall of 1972, in order to determine specifically which provisions or sections of the Michigan Teacher Tenure Act presented problems and were most in need of revision, the Michigan Association of School Boards (MASB), and Michigan Association of School Administrators (MASA) conducted a combined mail questionnaire survey of 600 public school districts in the State of Michigan. 49 The following was a "Summary of the Major Findings" from the 1972 MASB/MASA Survey on problems and proposed revisions relating to the Michigan Teacher Tenure Act: I. II. Total legal expenses incurred by local boards of education (during 1969-1972) for teacher tenure hearings amounted to $119,807 for the 58 cases reported. Total manhours expended in tenure hearings by local boards members and administrators amounted to 5,670 for 70 cases reported. (Board members = 1,937 manhours; administrators = 3,733 manhours) III. Total amount of teachers' salaries paid while in litigation (tenure hearings) amounted to $53, 324 for 11 cases, or an average of $4,848.00 per case reporting (not including additionaly costs for the hiring of substitute teachers). IV. Generally, superintendents from the local districts com­ pleting the questionnaire (343 out of 600, or a 57% return) responded as follows: ^Gallup, Qp. Cit., pp. 38-50. 49 David M. Ruhula, "Concern with the Michigan Teacher Tenure A c t : A Survey and Reassessment of Problems and Proposed Revisions," Michigan School Board Journal, Vol. XIX, No. 11, (January, 1973), pp. 8-9. 35 A. Over three-fourths (78%) favored increasing the pro­ bationary tenure period beyond the required two years (or optional three years) now provided for in the Michigan Teacher Tenure Act. (The largest group of respondents (or 111 responses) favored extending the probationary tenure period to three years, while the second largest group (55) wanted to see it extended to five years.) B. An overwhelming majority (90%) favored an automatic requirement for a complete tenure status review of all teachers every so often (i.e., every five years). C. Ninty-four percent of the respondents favored a more explicit definition of the "reasonable and just cause" clause in the Teacher Tenure Act. These respondents indicated that they would support a revision to the Act to insert the following definition: "Reasonable and just cause" shall include but not be 'imited to criminal syndicalism, physical or mental condition unfitting one to teach, conviction of felony or any crime involving moral turpitude, immoral or unprofessional conduct, dishonesty, incompetency, evident unfitness for service, and persistent viola­ tion of state or local laws or regulations prescribed for government of public schools. D. Eighty-five percent indicated that they would support a proposed revision to the present Tenure Act to more clearly determine the financial obligation of the parties involved, i.e., the following: "If a teacher is ordered dismissed at any hearing level (under the provisions of this act), the teacher and controlling board should be required to divide the hearing costs equally, except that each would pay its own attorney fees and witness costs." E. An overwhelming majority (91%) indicated that they favored revising the Tenure Act to prohibit a teacher from being able to appeal a dismissal through both contract grievance procedures (P.A. 379) and the Tenure Commission. (This has often been referred to as "double-remedy" and it is now available to teachers in districts where grievance procedures are bargained into the master contracts by the teachers * unions or associations). 36 F. A majority (57%) indicated that they believed the Tenure Act has lost its effectiveness. Only 39%, however, favored abolishing the Tenure Act; while 61% of those responding indicated that they preferred to see the Act revised. G. Among the many areas suggested for revision in the Teacher Tenure Act, the following were selected by a large majority of the respondents, as the highest priority: (the top five priorities) 1 . increasing the teacher probationary period 2. review of tenure status of teachers every 5 years 3. more explicit definition of "reasonable and just cause" clause in the Tenure Act (as grounds for dismissal) 4. prohibit "double-remedy" available to teachers where also provided by bargained contract (eliminate costly duplication of appeal through both contract grievance procedures and Tenure Commission) 5. hearing costs, attorney fees, witness costs' who pays for hearing costs of teacher? H. Seventy-four percent of those responding favored a provision that would require each local board to adopt a set of "written evaluation guidelines" to be uniformly applied when evaluating teachers within the district. I. Seventy-six percent favored the establishment of stan­ dards of expected student progress in each area of study and of techniques for assessment of that progress. J. Ninety-four percent favored assessment of certified employees' competence as it relates to established standards. K. Ninety-four percent favored assessment of other duties normally required to be performed by certificated employees, i.e., "maintaining proper control," "pre­ serving the learning environment," etc. 50Ibid., pp. 9 and 25. 37 Roger Tilles, past legal advisor to the Michigan Teacher Tenure Commission, has written that: "the broad purpose of teacher tenure was to protect worthy teachers from enforced capitalization to political beliefs and to guarantee a job to them after a period of satisfactory service regardless of the preferences, political or otherwise educationally nonrelated, of those who were responsible for the administration of school affairs. Essentially, tenure was the application of civil service to the teaching profession."51 Tilles goes on to state that: "Because the courts have uniformly held that due process, in itself, was a somewhat elusive concept, the legislature voted to solidify the process for Michigan teachers by enacting the Teachers' Tenure Act. The concreteness and stability of the Tenure Act as a whole was designed to offer two types of protection to the employee: protection from unjust dismissal by the employer, and an orderly method of dismissal insuring due process for all."52 It would seem that tenure becomes a purely political issue when some legislators exhorted their wage-earning constitutents into a belief that tenure was a sanctuary for incompetents and social misfits. These same legislators were telling their constituents that teacher tenure along with collective bargaining, teacher strikes, etc., must be removed from the educational system. They proposed to do this by legislative action and the threat of stiff penalties for violators. Tilles, however, challenged the assumptions made by those legisla­ tors . He pointed out that the operation of the Michigan Teacher Tenure Commission had shown that the opposite circumstances had evolved. A close analysis of the cases pertaining to the Teacher Tenure Act showed -^Roger Tilles, "Tenure— 1972," Michigan School Board Journal, Vol. XIX, No. 11, January 1973, p. 10. 52Ibid., p. 10. 38 that from 1967 to 1971, 61 cases were decided by the Commission. Of these, 23 cases were decided for the teachers and 38 cases for the school district. In 1972 alone, 22 cases were decided by the Commission; 5 decisions were rendered for the school district; the others were for the purpose of clarifying provisions in the Tenure Act. Tilles goes further to state that much misconception about the Teacher Tenure Act has arisen because of a lack of information and clear understanding by teachers, administrators and boards of education asto what the Act was designed to do. dispel some of that misin­ In order to formation, the Tenure Commission hears cases and renders decisions designed to better clarify the Tenure A c t . In a number of decisions over the past year, the Teacher Tenure Commission defined what was expected of parties to tenure action. Tilles indicated that the Tenure Commission had great concern that the local and state Tenure Commission hearings be carried out in strict complicance with the Teacher Tenure Act. Decisions cited by Tilles included his interpretation of what the Tenure Commission was attempting to clarify by its decision. A. Among these decisions were: Procedural Safeguards— Tenure Commission Rulings: 1. A decision that when boards' actions were necessary, an act of an administrator would not satisfy that procedural requirement. Evaluations of administrators were not sufficient, in themselves, to serve as an official notification of charges by the board. They may be used by the board to help them in their decision regarding the future employment of the teacher, but did not satisfy the requirement of notification of board action. 5 3 i b i d . , p. 10. i i ') L Allen vs. Hart Public Schools, Case Number 119, 10/72. 39 B. 2. Decisions which reaffirm the principle that the Teacher Tenure Commission will not hear a petition for a teacher that was filed with it even one day after the statutory 30 day period has elapsed. 3. Decisions which clarified the right of the school board to rescind previous action it had taken and initiate new proceedings against a teacher so long as the new proceedings took place within the statu­ tory period prescribed. Thus a board which had erroneously fired a teacher before a hearing in accordance with the Teacher Tenure Act could only proceed after a revision of the termination. Simi­ larly, a board which terminates a teacher prior to a hearing, without any corrective action, will not be sustained by the C o mmission. 56 4. A decision which pertains to the strict adherence to the procedural requirements of the Tenure Act even as far as the requirement that the board furnish the teacher a transcript of the local hearing within ten days after the hearings. A teacher was ordered reinstated with lost wages because the school board did not deliver a transcript of the record of the appellant within the prescribed ten day period following the hearing. 5. A decision in which a school district did not abide by the procedural rules of the Tenure Act in that an answer to a petition to the Commission was not filed within the time limit. In this particular case, the Commission felt that there was sufficient evidence to sustain the board's act. However, the procedural requirements had not been followed and therefore the the lower decision was overturned. Part-Time Teachers— Tenure Commission Rulings: There has been a conflict among school people as to what the words "school year" means. For child accounting purposes, statutory minimum days purposes, and local calendar purposes, "school year" has meant different things to different schools. This difference was highly apparent when the Tenure Commission ^ Fee v s . Armada Area Schools, Case Number 113, 7/72; Pacquin v s . Mona Shores Schools, Case Number 112, 7/72 and Remonte vs. Warren Woods Public Schools, Case Number 110,'4/72. ■^Hubbard v s . Athens Area Schools, Case Number 106, 4/72. ■^Nelson v s . Willow Run Public Schools, Case Number 127, 3/73. ■^Henderson vs. Memphis Community School District, Case Number 121, 12/72. 40 heard the case of Judith Hughes, who claimed that she had achieved tenure at Bullock Creek by virture of the fact that she had taught part-time for a period of two years. The Commission concluded that since she was not a "sub­ stitute" or "occasional teacher" and had been granted the regular teaching contract, she had achieved full tenure rights. The Commission explained that a controlling board may define the work day for its staff. If it wishes to discontinue part-time employment in the district, the board could call on that teacher to teach full-time, as any other tenured teacher. If the teacher turned it down, the board SQ no longer had any tenure obligation to the teacher. C. First Amendment Rights for Teachers— Tenure Commission Rulings 1. The now famous case of Tinker vs. Des Moines Independent Community School District, 393 US 503 (1969) had gener­ ally been understood as a student's right case guaran­ teeing free speech. It must be noted, however, that the United States Supreme Court in that case stated: . . it can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the school house gate." Recently the Tenure Commission used the reasoning of the United States Supreme Court in reinstating a teacher who had been dismissed for his refusal to stand for the pledge of allegiance at a teachers' meeting. No substantial dis­ ruption or interference in the performance of his duties as a teacher was found. Therefore, the first amendment rights to freedom of speech could not be curtailed by the district.^ D. Non-Tenured Teachers— Tenure Commission Rulings Tenure Statutes generally afford little if any protection to the non-tenured teacher. Since the authority to grant tenure falls within the broad discretion of the school board, a refusal to grant tenure is ordinarily not reviewable by the courts. Recent Supreme Court decisions on non-tenured teachers have confused the situation somewhat. The court found in the recent Roth and Sinderman decisions that a nontenured teacher was entitled to a termination hearing only if: (1) the term of the contract has not been completed, (2) implied tenure is clear, (3) immorality or dishonesty is the reason given for dismissal, or (4) if the dismissal implies a "stigma" 59Judith Hughes v s . Bullock Creek School District, Case Number 120, 11/72. 60 Church v s . Cheboygan Area School District, Cases Number 103 and 107, 3/72 and 4/72. 41 on the teacher’s future. It seems that this area will be well litigated in the near future for clarification. In the more recent case of James E. Cole, et al vs. Sault Ste. Marie Public Schools, Case Number 152, (August, 1973) the Commission ruled that it does not have jurisdic­ tion in the matter of probationary teachers. Tenure Commission Cases Numbered 154 to 163 and 167 to 170 upheld that ruling. The most recent of the rulings was the cases of Hinds v. Sault Ste. Marie Public Schools (September, 1974) and Shaw v. Portage Public Schools (September, 1974). It must be noted that for purposes of appeal to the Tenure Commission, a teacher was considered tenured if the teacher had not been denied tenure by the 59th day before the end of the school year. E. Suspension Without Pay— -Tenure Commission Rulings The literature reveals no court ruling which holds that a board, in cases where the teacher's presence would have a negative educational effect on the student, does not have the right to exclude the teacher from the classroom. In recent cases, however, the Tenure Commission has emphati­ cally reiterated that when such a suspension takes place, without pay, it constitutes a demotion under the Tenure Act (a reduction in salary). The Commission, therefore, has ruled in Case Number 126, Irving Smith vs. Ecorse Public Schools that somewhere in the process, a hearing must be offered. Concerns About Teacher Tenure It may be that concerns recently expressed among local board members and administrators in Michigan were a reflection of a growing nationwide trend. In September, 1972, a National Gallup Poll disclosed increasing public disapproval of teacher tenure over the previous two years. In 1970, 53% of the parents of public school children interviewed 6-^Judge's rulings upheld Teacher Tenure Commission rulings that the Tenure Commission lacked jurisdiction in cases involving non-tenure teachers except when certain factors were involved. 62Tilles, Op. Cit., p. 26. 42 expressed disapproval of tenure while in the 1972 poll this percentage had increased to 64%.63 Kenneth Hansen, Nevada Superintendent of Public Instruction, writes about the "tenure mentality" which seems to accompany the general public's present views of tenure. According to Hansen, when the tenure concept is written into law we see the emergence of a tenure mentality in which assumptions only partially true become unassailable dogma: "Tenure protects a lot of poor teachers," says the public; "I've got tenure so you can*t touch me," says the teacher; "You can't get rid of a tenured teacher, no matter how i n c o m p e t e n t s a y s the administrator. In previous state-wide conventions, the Delegates Assembly of the Michigan Association of School Boards voted to support measures calling for repeal of modification of the present Michigan Teacher Tenure Act. The Michigan Chamber of Commerce was an outspoken advocate for revision of the public school system. One of the State Chamber's six­ teen proposals for educational reform was the repeal of the Michigan Teacher Tenure A c t . Other organizations representing those responsible for administration and support of public schools joined the Michigan State Chamber of Commerce in recommending either repeal or substantial revision of the Michigan Teacher Tenure Act. Those included the Michigan Association of School Boards, Michigan Association of School Administra­ tors and the Michigan Congress of Parents and Teachers. On the other hand, unions steadfastly refused to consider modification of the Michigan Teacher Tenure Act. ^Kenneth Hansen, "Teacher Tenure: Recommendations for Change," The School Administrator, (June, 1973), p. 2. Barrett, Op. Cit., p. 12. 43 Arthur H. Rice, Jr., associate executive secretary for the Michigan Education Association (MEA), has stated that "the Michigan tenure system, by honoring procedural due process rights and providing protection against unwarranted attacks on teaching professionals helped to make better education possible. Rice further states that "tenure for teachers was important to provide better education for our students. By requiring that dismissal be for good reasons and that procedures be followed which guarantee 'due process'; teachers were able to carry on a professional practice free of arbitrary and unreasonable pressures. Henry B. Linne, former president of the Michigan Federation of Teachers (MFT), indicated that the MFT had an "official" position on only two points relative to teacher tenure: (1) that probationary teachers should have assurances of fair play; and (2) that the MFT was opposed to the repeal of the Michigan Teacher Tenure Act. 8 Linne stated that under the tenure act in Michigan, a certified (qualified) teacher who has satisfactorily passed the probationary period has a right to hold a public school teaching position until resignation or retirement or until dismissed for reasonable and just causes after d.ue notice and a fair . . 69 hearing. ^ A r t h u r H. Rice, Jr., "Tenure Strengthens Quality Teaching," Michigan School Board Journal, Vol. XIX, No. 5 (January, 1973), p. 25. 67Ibid., p. 16. ^ H e n r y B. Linne, "Teacher Tenure: From the MFT's Perspective," Michigan School Board Journal, Vol. XIX, No. 5 (January, 1973), p. 17. 69Ibid., p. 17. 44 "In a number of cases the tenure commission in the nine years had ignored procedural rights, had taken local districts’ reasons and evidence at face value, and had failed to apply the "reasonable and just" criterion fairly. This kind of conclusion results in appeals to circuit courts (which rarely, if ever, overturn decisions in favor of the local board), the Court of Appeals and ultimately the Supreme Court. The cost and time delay when these kind of appeals were taken delayed justice for the teacher involved, and justice delayed is justice denied. Linne further states that he felt most of these cases could have been avoided: (1) if personnel practices at the local level were fair and just, (2) if adequate and effective supervision occurred, (3) if administrators were more expert in the science and art ofobserva­ tion and constructive personnel guidance, (4) if teachers believed they were getting a fair shake from administrators, and (5) if teachers believed that boards in local hearings were fair and impartial and not "under the gun" to support their administrators' decisions. Mark H. Cousens, an attorney who has represented many teachers before the Michigan Tenure Commission states, "the Michigan Teacher Tenure Act was designed to correct abuses. strictly construed. It is therefore to be In the many cases decided under the Act since its enactment, the courts have held almost uniformly that the Act must be followed to the letter." Cousens goes further to state, "it has thus been held that the basic purpose of the Act is to protect teachers from arbitrary and unreasonable dismissal. Further, that discharge of a tenure teacher can be accomplished only by a strict compliance with the procedural safeguards 70Ibid., p. 18. ^^Ibid., p. 18. 45 provided under the Act. Therefore, teachers need the protection of the Teacher Tenure Act to feel a certain degree of comfort knowing that there is an administrative body whose designated function is to prevent their arbitrary dismissal by a board of education acting capriciously."^ Summary of the History and Related Literature The purpose of this review of the history and related literature pertaining to teacher tenure was to present a theoretical and philosophical background for the study and, consequently, a conceptual framework for examination of the data. A review of the literature revealed that articles on the subject of teacher tenure were appearing more frequently in professional publica­ tions . However, the literature covering the subject of teacher tenure had not reached the proportions of that written in the areas of teacher accountability, curriculum innovations and improvements, or the area of financial reform. Scott's 1934 study indicated that as more states adopted tenure, the reasons cited for the adoption became rather consistent: (1) better talent would be attracted to the teaching profession, (2) annual contracts had not eliminated weak and undesirable teachers, and (3) other civil employees* job security was based on a more definite longevity ,^3 The literature further reveals that on August 28, 1964, teacher tenure became a reality and governed relationships between Michigan boards of education ^ M a r k H. Cousens, "The Tenure Act Must Be Strictly Construed!" The Michigan Teacher (January, 1974), p. 3. ^^Scott, Op. Cit., p. 10. 46 and teachers in all the public schools of the state. The Michigan Teacher Tenure Act was designated to set forth continuing tenure of office of certificated teachers in public educational facilities; to provide for probationary periods; to regulate discharges or demotions; to provide for resignations and leaves of absence; to create a state tenure commission and to prescribe the powers and duties thereof; and to prescribe penalties for violations of this act. From its beginning, on August 28, 1964, mandatory statewide tenure marked the beginning of a new era for teachers, administrators and local boards of education. Grinstead pointed out that sooner or later all public school employees be they teachers, administrators, or school board members are confronted with the need for a better understanding of the Michigan Teacher Tenure Act. 74 The literature shows that the impact of the Tenure Act has been a point of much discussion and debate among interested groups of concerned citizens and educators alike. A 1970 poll in Instructor magazine reported that 62% of the teachers surveyed in a nationwide poll indicated they felt that tenure protected and shielded incompetents. In the next three chapters, this researcher has made an attempt to analyze the perceptions of three different groups of people (teachers, administrators and boards of education members) on the impact of teacher tenure in the public schools of the State of Michigan. ^Grinstead, Op. Cit., p. 5. CHAPTER III DESIGN AND PROCEDURES Introduction This chapter describes the research design and delineates the procedures used in collecting, compiling and analyzing the data. Included in this chapter is a description of the population studied, a definition of the sample selected and a discussion of the instrument employed. The instrument's administration and statistical treatment are explained. The questionnaire employed was designed by the researcher with the assistance and advisement of education research consultants and members of the graduate committee. The instrument is unique to this study; therefore, no opportunity for validation existed. Selection of the Population and Sample Population The Michigan State Department of Education Service Division records showed that as of January 31, 1974, there were 531 K-12 public school districts in Michigan, with 93,852 teaching positions. 75 Members of the 531 boards of education, the 531 superintendents of schools and the teachers occupying these 93,852 teaching positions comprise the population under study. 75 Interview with representative of Michigan State Department of Education School Management Service Division on April 15, 1974. 47 48 Sample Van Dalen states that "a sample Is a smaller number of elements representative of a given population selected from that population".7** Sampling is a process or procedure whereby a small number of observational units, people or test scores, are selected for study with the aim of generalizing the findings to the larger population. "in nearly all types of educational research, we use and study samples rather than populations. Sampling can be achieved in a variety of ways. If at all feasible, the researcher should employ a random sample. In a random sample, every object in the population has a specified probability of being selected. A random sample does not necessarily represent the character­ istics of the total population, but when the choice of subjects is left to chance the possibility of bias entering the selection of the sample is reduced. By chance, of course, one could select a sample that did not accurately represent the total population. The more heterogeneous the units are and the smaller the sample, the greater the chance of drawing a "poor" sample.77 For the purpose of this study a stratified random sample was used. The 531 Michigan Public School Districts were first stratified into either large school districts (33 K-12 districts with enrollment over 10,000 students) or small school districts (498 K-12 districts with enrollment under 10,000 students). From this stratif ication process 30 superintendents, 60 teachers and 30 local boards of education from large school districts were selected for surveying. A like number of superintendents, teachers and local boards of education from small school districts were also selected for surveying. 7**Deobold B. Van Dalen, Understanding Educational Research (rev. e d . Mew York:McGraw-Hill, 1966) p. 299. 77Ibid. p. 299. 49 The random selection of administrators, teachers and local boards of education was made using a table of random numbers. 78 A questionnaire entitled Survey of Teachers, Administrators and Members of Local Boards of Education Regarding Tenure (STAMBERT) was then mailed to the selected 60 public school super intend ent s , 120 public school teachers and 60 secretaries of local boards of education. The questionnaire requested these educators and school boards to indicate their opinions and perceptions of the irapact of teacher tenure and the Michigan Teacher Tenure Act. Recommendations regarding the Michigan Teacher Tenure Act and tenure procedures were requested at the bottom of the questionnaire. A section dealing with recommendations made by respondents will be included in Chapter V . Statement of Testable Hypotheses To determine the various opinions and perceptions of teachers, administrators and local boards of education on the impact of teacher tenure, the Michigan Teacher Tenure Act and the Michigan Tenure Commission in the State of Michigan, the following hypotheses were investigated: Hypotheses 1 : The perceptions of teachers, administrators and local boards of education members will not differ significantly as to their opinions on whether mandatory tenure has helped improve the teaching profession in the State of Michigan. TO Op. Cit., Statement No. 4914. 50 Hypotheses 2: The perceptions of teachers, administrators and local board of education members will not differ significantly in their views that the Michigan Teacher Tenure Act provides local board of education members and administrators with a systematic, expedient procedure for eliminating incompetent tenure teachers and protecting competent tenure teachers from arbitrary dismissal. Hypotheses 3; The perceptions of teachers, administrators and local board of education members will not differ significantly regarding the func­ tioning of the Michigan Tenure Commission as being an effective review agency for tenure appeals. Hypotheses 4: The perceptions of teachers, administrators and local boards of education regarding the impact of teacher tenure will not differ significantly according to the size of the Michigan school district. Hypotheses 5: The perceptions of teachers, administrators and local boards of education regarding the impact of teacher tenure will not differ significantly according to the socioeconomic status of the Michigan school district. Hypotheses 6: The perceptions of teachers, administrators and local boards of education regarding the impact of teacher tenure will not differ significantly according to the rural or urban characteristics of the Michigan school district. 51 Instrumentation Upon reviewing the literature pertinent to teacher tenure, it was ascertained that no existing instrument could be utilized for this study. This dilemma required the researcher to develop a survey instru­ ment for teachers, administrators and members of local boards of educa­ tion regarding tenure. The Michigan State University Research Bureau provided technical assistance and advice for the instrument's construction, while the literature contributed some guidance. Borg comments: In many cases the research worker wishes to measure attitudes for which no scale is available. Satisfactory attitude scales can be developed by the researcher if he follows closely the procedures outlined in textbooks on psychological testing: the Likert technique is usually the easiest method of developing scales needed in research projects. Initially teachers, administrators, local board of education members, the Michigan Tenure Commission and recent literature were consulted to determine areas of current tenure interest and concern. Articles by various interest groups such as the Michigan Education Association and Michigan School Board Association and conversations with educators at Michigan State University proved especially helpful. Areas relating to teacher tenure deemed important for investigation were: 1. Whether mandatory tenure had helped improve the teaching profession in the State of Michigan. 79 Walter Borg, Educational Research: David McKay Company, Inc., 1963), p. 110. An Introduction (New York: 52 2. Whether the Michigan Teacher Tenure Act provided local boards of education and administrators with a systematic, expedient procedure for eliminating incompetent tenure teachers. 3. Whether the Michigan Tenure Commission functioned as an effective review agency for tenure appeals. 4. Whether the Michigan Teacher Tenure Act was necessary to protect competent teachers from arbitrary dismissal. 5. Whether tenure was necessary to insure teachers due process. 6. Effects on the school district personnel (teachers, administrators, and local boards of education) during and after the processing of a tenure case. 7. Whether the Michigan Teacher Tenure Act should be continued as presently written. 8. Recommendations regarding the Michigan Teacher Tenure Act and tenure proceedings. 9. Whether further clarification of the Michigan Teacher Tenure Act was necessary. After refining the areas of tenure interest into a relatively composite list, an extensive screening process was employed to define and eliminate unnecessary areas (Table 3-1). Thirteen recommendations by Edwards were then used in trans­ posing interest areas into attitude statements designed to measure the perceptions of teachers, administrators members. and local board of education 53 TABLE 3.1 Teachers, Administrators and Local Boards of Education Attitudes Toward Tenure Areas a. 1. The mandatory Michigan Teacher Tenure Act has helped improve the teaching profession in the state. 2. The Michigan Teacher Tenure with a systematic procedure teachers. 3. All teachers, administrators and local board of education members should be required to attend workshops explaining the procedure of the Michigan Teacher Tenure Act. 4. The Michigan Teacher Tenure with an expedient procedure teachers. 5. 6. Act provides local boards of education for eliminating incompetent tenure Act provides local boards of education for eliminating incompetent tenure The Michigan Tenure Commission functions as an effective review agency for tenure appeals. Tenure provides teachers with a life-time contract. 7 . The Michigan Teacher Tenure Act has improved the general public1s confidence in the educational process. 8. The procedures of the Michigan Teacher Tenure Act are understood by administrators. 9. The procedures of the Michigan Teacher Tenure Act are understood by teachers. 10. The procedures of the Michigan Teacher Tenure Act are understood by local boards of education. 11. Tenure.,J,s necessary to protect tenure teachers from arbitrary dismissal. 12. The Michigan Teacher Tenure Act should be continued as presently written. 13. The Michigan Teacher Tenure Act protects competent tenure teachers from arbitrary dismissal. 54 TABLE 3.1 (continued) 14. The Michigan Teacher Tenure Act has improved the educational process in the Michigan public schools. 15. Mandatory teacher tenure laws should be abolished. 16. The Michigan Tenure Commission is necessary to act as a reviewing agency for local boards of education tenure decisions. 17. The Michigan Teacher Tenure Act has improved the working relationship among teachers, administrators and local boards of education in Michigan public schools. 18. The quality of teaching in the public schools of Michigan has been improved by mandatory teacher tenure. 19. The Michigan Teacher Tenure Act is necessary to insure due process for tenure teachers. 20. The awarding of tenure should not be permanent but should be subject to periodic review and renewal based on the teacherrs demonstrated teaching ability. a. resonse categories and instructions developed for subsequent questionnaires omitted. 55 1. Avoid statements that are factual or capable of being interpreted factually. 2. Avoid statements that are irrelevant to the psychological objects under consideration. 3. Avoid statements that are likely to be endorsed by almost everyone or almost no one. 4. Select statements that are believed to cover the entire range of the affective scale of interest. 5. Keep the language of the statements simple, clear and direct. 6. Statements should be short, rarely exceeding 20-25 words. 7. Each statement should contain only one complete thought. 8. Statements containing universals such as "all, always, none" and "never" often introduce ambiguity and should be avoided. 9. Words such as "only, just, merely" and others of a similar nature should be used with care and moderation in writing statements. 10. Whenever possible, statements should be in the form of simple sentences rather than in the form of compound or complex statements. 11. Avoid the use of words that may not be understood. 12. Avoid the use of double negatives. 13. Avoid statements that may be interpreted in more than one way. The survey statements, at this point, were submitted to several committee members for evaluation and advice. Adjustments relative to length, readability and balance were made accordingly. The survey form was then administered to several groups of tea­ chers and administrators outside the selected sample. Although the results of the pre-tests did not indicate changing or omitting any items, ^ A l l e n L. Edwards, Techniques of Attitude Scale Construction (New York, Appleton-Century-Crofts, Inc., 1957), pp. 13-14. 56 several constructive comments were incorporated as a result of the pre-test. For response categorizing and eventual questionnaire evalu­ ation, the Likert Scale was judged most advantageous. In Indicating the nature of his method, Likert states: "First, the method does away with the use of voters or judges and the errors arising therefrom; second, it is less laborious to construct an attitude scale by this method; and third, the method yields the same reliability with fewer items."81 The survey instrument indicated that only one response symbol should be circled for each statement, with SA denoting strongly agree; A, agree; D, disagree; and SD, strongly disagree. Since this study was concerned with an analysis of potential differences in the perceptions of teachers, administrators and local boards of education on the impact of teacher tenure in the public schools, the same instrument was administered to all three groups in the sample. Each respondent was, however, asked to indicate to the best of their knowledge the size, the socioeconomic characteristics and the type of locale most representative of their school district. They were also asked to indicate their position within the school district. An assumption made in using school personnel from varying size school districts and from school districts with varying socio­ economic characteristics and locales was that perceptions of teachers, administrators and local boards of education will not vary according to the above mentioned characteristics. ^^Rensis Likert, "A Technique for the Measurement of Attitudes," Archives of Psychology, (XL, June, 1932) p. 42. 57 Administration of the Surveys The Survey of Teachers, Administrators and Members of Local Boards of Education Regarding Tenure (STAMBERT) Instrument was adminis­ tered during the last week of September, 1974. The survey was mailed to 60 superintendents, 120 teachers and 60 school board members, each of whom had been randomly selected. An introductory cover letter explaining the purpose of the research survey instrument was included. An addressed stamped envelope for returning the research survey instrument was also included. Responses were accepted up to October 31. Research Method and Data Analysis Technique The research method applied in this study was descriptive and comparative. It described the perceptions and attitudes of teachers, administrators and local boards of education members regarding the impact of teacher tenure in the public schools of the State of Michigan. Best stated, "descriptive research involves describing and interpreting what exists from collected data." 82 Completed questionnaires were initially placed in one of three categories according to the position in the school district indicated by the respondent: (1) Administrator; (2) Teacher; (3) Local Board of Education Member. These categories were used for the investigation of hypotheses one, two and three. For the investigation of hypotheses four, five and six, the above three categories were further subdivided according to the respondents indicated size of their K-12 school district, the ^2John W. Best, Research in Education (Englewood Cliffs, N.J.: Prentice Hall, Inc., 1959), p. 102. 58 indicated socioeconomic characteristic of their K-12 school district and the indicated locale of their K-12 school district. A raw score ranging from 4 for Strongly Agree to 1 for Strongly Disagree was entered, based on the respondent*s reply, for each item the questionnaire. cards. The data was then punched on IBM data processing These cards were processed by the Michigan State University CDC6500 Computer using the Percentage Frequency Count and the Analysis of Variance (ANOVA) data analysis techniques. All computer programing was developed by the Office of Research Consultation of the College of Education at Michigan State University and was operationalized on the University*s CDC6500 Computer. Findings, recommendat ions and conclusions were drawn from the information obtained. Interpretations of data were related to the study's purpose. Summary In the present chapter the research setting has been briefly described. The population was defined with an explanation of the sample selected. An explanation of the STAMBERT (Survey of Teachers, Administrators and Members of Boards of Education Regarding Tenure) instrument, its scale construction and its administration was included. Finally, the type of research study and the data analysis techniques were explained. in Chapter IV. The data will be organized, presented and analyzed CHAPTER IV ANALYSIS OF DATA This chapter contains the results of the statistical analysis of the data and will be presented in the following manner: 1. Restatement of the hypotheses of the study and appropriate analysis of variance techniques 2. Quantitative description of the data 3. Summarization of the findings of the study. Purpose of Study A review of the literature on perceptual psychology and perception indicates that human behavior is consequently viewed as a function of perception. Perception and its importance are not isolated or confined to only certain facets of a school system. In education for a long time there has been the question of whether teachers, school administrators and local boards of education who are charged with the legal responsibility for operating the public schools share the same or similar perceptions. The perceptions of teachers, administrators and board of education members in one area, the area of teacher tenure, were examined in this study. The basic purpose of the study was to determine if significant differences exist between the perceptions of teachers, administrators and board of education members regarding the impact of teacher tenure in the public schools of the State of Michigan. 59 Variables used to 60 analyze the perceptions of teachers, administrators and board of educa­ tion members regarding the impact of tenure were the respondents position within the school district (administrator, teacher, board of education member); size of the K-12 school district; socioeconomic status of the K-12 school district (SES); and, the rural or urban nature of the K-12 school district. Statement of Hypotheses Hypothesis 1 : The perceptions of teachers, administrators, and board of education members will not differ signi­ ficantly as to their opinions on whether mandatory tenure has helped improve the teaching profession in the State of Michigan. The combined difference between the means for hypothesis 1 was significant at the .05 level (See Table 4.1). rejected. Hypothesis 1 was therefore The perceptions of teachers, administrators and board of education members did differ significantly in their opinions on whether mandatory tenure has helped improve the teaching profession in the State of Michigan. The Survey of Teachers, Administrators and Members of Local Boards of Education Regarding Tenure (STAMBERT) instrument contained six questions related to mandatory tenure improving the teaching profession (Questions 1, 7, 12, 14, 17, and 18). Of the six questions relating to mandatory tenure improving the teaching profession computed for this hypothesis, three proved to be statistically significant at the .05 level when scores were combined on questions 1, 7, 12, 14, 17, and 18, and position served as the independent variable. (See Table 4.1) 61 Table 4.1 Results of Analysis of the Variance (ANOVA) Between Perceptions of Teachers, Administrators and Board of Education Members Regarding Teacher Tenure Improving _____________the Teaching Profession______________________________ CATEGORY STATISTICS GROUP N MEAN Teachers 72 14.375 3.164 Administrators 56 10.679 2.997 Board Members 41 10.488 3.325 SD ANOVA TABLE SOURCES D.F. Position M.S. 2 295.21 166 9.923 F. P 29.75 R: Position .05 .0001 Significant at .05 level Significant relationships occurred between the perceptions of teachers, administrators and board of education members on individual questions 14, 17, and 18. (See Tables 4.5, 4.6, and 4.7) Table 4.2 Mandatory Michigan Teacher Tenure Act Improved ____________ Teaching Profession____________________________ Variable Position T Obser. Freq. Expt. Freq. X 2 Fr. Cell A B SD D A SA Total 8.00 11.93 1.29 22.00 20.45 .12 34.00 30.67 .36 8.00 8.95 .10 72.00 Obser. Freq. Expt. Freq. X 2 Fr. Cell 8.00 9.28 .18 15.00 15.91 .05 26.00 23.86 .19 7.00 6.96 .00 56.00 Obser. Freq. Expt. Freq. X2 Fr. Cell 12.00 6.79 3.99 11.00 11.64 .04 12.00 17.47 1.71 6.00 5.09 .16 41.00 N - 169.00 r2 pr> Table 8.192; d.f. = 6; (p Significant Value 12.59 .05) 62 Table 4.3 Michigan Teacher Tenure Act Improved Public’s Confidence in Educational Process D A SA Total 5.00 5.16 .16 28.00 30.25 .17 38.00 34.08 .45 1.00 1.70 .29 72.00 Obser. Freq. Expt. Freq. X 2 Fr. Cell 7.00 4.65 1.20 27.00 23.53 .51 21.00 26.51 1.14 1.00 1.33 .08 56.00 Obser Freq. Expt. Freq. X2 Fr. Cell 2.00 3.40 .57 16.00 17.22 .09 21.00 19.41 .13 2.00 .97 1.09 41.00 Variable Position T Obser. Freq. Expt. Freq. X2 Fr. Cell A B SD N « 169.00 X 2 Fr. Table 5.887; d.f. = 6 (p X2 Significant Value 12.59 Table 4.4 .05) Michigan Teacher Tenure Act Should Be Continued As Written SD D A SA Total Variable Position T Obser. Freq. Expt. Freq. X 2 Fr. Cell 4.00 5.96 .65 5.00 9.37 2.04 47.00 41.75 .66 16.00 14.91 .08 72.00 A Obser. Freq. Expt. Freq. X2 Fr. Cell 4.00 4.64 .09 9.00 7.29 .40 32.00 32.47 .01 11.00 11.60 .03 56.00 B Obser. Freq. Expt. Freq. X 2 Fr. Cell 6.00 3.40 2.00 8.00 5.34 1.33 19.00 23.78 .96 8.00 8.49 .03 41.00 N = 169.00 X 2 Fr. Table 8.265; d.f. » 6; (p X2 Significant Value 12.59 .05) 63 Table 4.5 Variable Michigan Teacher Tenure Act Had Improved Educational Process SD Position D A SA Total T Obser. Freq. Expt. Freq. X2 Fr. Cell 24.00 15.34 4.89 35.00 29.82 .10 9.00 16.19 3.19 4.00 10.65 4.15 72.00 A Obser. Freq. Expt. Freq. X Fr. Cell 9.00 11.93 .72 25.00 23.20 .14 15.00 12.59 .46 7.00 8.28 .20 56.00 B Obser. Freq. Expt. Freq. X 2 Fr. Cell 3.00 8.73 3.76 10.00 16.98 2.87 14.00 9.22 2.48 14.00 6.07 10.38 41.00 N = 169.00 X2 Fr. Table 34.152; d.f. = 6; (p X2 Significant Value Table 4.6 Variable .05) 12.59 Michigan Teacher Tenure Act Has Improved Working Relationship Among Teachers, Administrators and Boards of Education Position SD D A SA Total T Obser. Freq. Expt. Freq. X 2 Fr. Cell 11.00 21.73 5.30 27.00 31.10 .54 32.00 17.89 11.12 2.00 1.28 .41 72.00 A Obser. Freq. Expt. Freq. X 2 Fr. Cell 21.00 16.90 .99 31.00 24.19 1.92 4.00 13.92 7.07 .00 .99 .99 56.00 B Obser. Freq. Expt. Freq. X2 Fr. Cell 19.00 12.37 3.55 15.00 17.71 .41 6.00 10.19 1.72 1.00 .73 .10 41.00 N » 169.00 X 2 Fr. Table 34.128; d.f. = 6 (p X2 Significant Value 12.59 .05) 64 Table 4.7 Michigan Teacher Tenure Act Has Improved Quality ____________ of Teaching________________________ ___________ ___ Variable Position T Obser. Freq. Expt. Freq. X 2 Fr. Cell A B SD D A 2.00 9.80 6.21 9.00 18.32 4.74 47.00 23.93 4.17 14.00 8.95 2.85 72.00 Obser. Freq. Expt. Freq. X 2 Fr. Cell 11.00 17.00 14.25 .53 24.00 27.17 .37 4.00 6.96 1.26 56.00 7.62 1.50 Obser. Freq. Expt. Freq. X 2 Fr. Cell 10.00 5.58 3.50 17.00 10.43 4.14 11.00 3.00 5.09 .86 41.00 19.89 3.98 SD Total N = 169.00 X2 Fr. Table 34.100; d.f. - 6; (p Significant Value .05) 12.59 Hypothesis 2 : The perceptions of teachers, administrators and board of education members will not differ significantly in their view that the Michigan Teacher Tenure Act provided local boards of education and administrators with a systematic, expedient procedure for eliminating incompetent tenured teachers and protecting competent tenured teachers from arbitrary dismissal. The combined difference between the means was significant at the .05 level (See Table 4.8). The hypothesis was rejected. The perceptions of teachers, administrators and board of education members did indeed differ significantly in their perceptions as to the Michigan Teacher Tenure Act providing boards of education and administrators with a systematic and expedient procedure for eliminating incompetent tenured teachers and protecting competent tenured teachers from arbitrary dismissal. The STAMBERT instrument contained six questions designed to measure hypothesis 2. Questions 2, 4, 6, 11, 13, and 19 were designed 65 to measure the three group's perceptions of how effectively the Michigan Teacher Tenure Act provided an expedient procedure for eliminating incompetent tenured teachers and protecting competent tenured teachers. Of the six questions computed for this hypothesis four proved to be statistically significant. The interaction between position proved to be significant at the .05 level when combined scores on questions 2, 4, 6, 11, 13, and 19 and position servied as the dependent variables (See Table 4.8). Table 4.8 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members Regarding Michigan Teacher Tenure Act Providing Expedient Procedure for Eliminating Incompetent Tenured Teachers and Protecting Competent Tenured Teachers CATEGORY STATISTICS GROUP N MEAN SD Teachers 72 16.014 2.412 Administrators 56 14.107 2.386 Board Members 41 13.439 3.009 ANOVA TABLE SOURCES Position D.F. 2 M.S. F. Position 166 .05 104.306 15.90 R: P .0001 6.56 Significant at .05 level Significant relations occurred between the perceptions of teachers, administrators and board of education members on questions 6, 11, 13, and 19 (See Tables 4.11, 4.12, 4.13, and 4.14). 66 Table 4.9 Michigan Teacher Tenure Act Provides Systematic ____________ Procedure For Eliminating Incompetent Tenured Teachers Variable Position SD D A SA Total T Obser. Freq. Expt. Freq. X 2 Fr. Cell 2.00 2.56 .12 13.00 13.63 .03 43.00 42.18 .02 14.00 13.63 .01 72.00 A Obser. Freq. Expt. Freq. X 2 Fr. Cell 1.00 1.99 .49 10.00 10.60 .03 34.00 32.80 .04 11.00 10.60 .01 56.00 B Obser Freq. Expt. Freq. X 2 Fr. Cell 3.00 1.46 1.64 9.00 7.76 .20 22.00 21.02 .17 7.00 7.76 .08 41.00 N = 169.00 X 2 Fr. Table 2.840; d.f. = 6; (P X2 Significant Value .05) 12.59 Table 4.10 Michigan Teacher Tenure Act Provides An Expedient _____________ Procedure For Eliminating Incompetent Tenured Teachers Variable Position SD D A SA Total T Obser. Freq. Expt. Freq. X 2 Fr. Cell 4.00 5.11 .24 23.00 25.99 .34 43.00 38.77 .46 2.00 2.13 .01 72.00 A Obser. Freq. Expt. Freq. X 2 Fr. Cell 5.00 3.98 .26 18.00 20.21 .24 31.00 20.15 .02 2.00 1.66 .07 56.00 B Obser. Freq. Expt. Freq. X 2 Fr. Cell 3.00 2.91 .00 20.00 14.80 1.83 17.00 22.08 1.17 1.00 1.21 .04 41.00 N - 169.00 X2 Fr. Table 4.692; d.f. - 6; (p X^ Significant Value 12.59 .05) 67 Table 4.11 Variable Tenure Provides Teachers With a Lifetime Contract Position SD D A SA Total Obser. Freq. Expt. Freq. X 2 Fr. Cell 11.00 44.00 38.77 .71 16.00 7.67 9.05 1.00 .43 .77 72.00 25.14 7.95 A Obser. Freq. Expt. Freq. X 2 Fr. Cell 29.00 19.55 4.57 25.00 30.15 .88 2.00 5.96 2.64 0.00 .33 .33 56.00 B Obser. Freq. Expt. Freq. X 2 Fr. Cell 19.00 14.31 1.53 22.00 22.08 .00 0.00 4.37 4.37 0.00 .24 .24 41.00 T N = 169.00 X Fr. Table 33.039; d.f. = 6 ; Significant Value (p .05) 12.59 Table 4.12 Tenure Is Necessary To Protect Tenured Teachers ______________From Arbitrary Dismissal________________________ Variable Position SD D A SA Total T Obser. Freq. Expt. Freq. X 2 Fr. Cell 7.00 22.58 10.75 32.00 30.67 .06 29.00 16.19 10.14 4.00 2.56 .82 72.00 A Obser. Freq. Expt. Freq. X2 Fr. Cell 23.00 17.56 1.68 25.00 23.56 .05 6.00 12.59 3.45 2.00 1.99 .00 56.00 B Obser. Freq. Expt. Freq. X2 Fr. Cell 23.00 12.86 8.00 15.00 17.47 .35 3.00 9.22 4.20 0.00 1.46 1.46 41.00 N - 169.00 X2 Fr. Table 40.948; d.f. = 6; (p X 2 Significant Value 12.59 .05) 68 Table 4.13 Michigan Teacher Tenure Act Protects Competent _____________ Tenured Teachers From Arbitrary Dismissal_____ Variable Position SD D A SA Total T Obser. Freq. Expt. Freq. X2 Fr. Cell 6.00 17.04 7.15 34.00 32.80 .04 30.00 20.45 4.46 2.00 1.70 .05 72.00 A Obser. Freq. Expt. Freq. X 2 Fr. Cell 16.00 13.25 .57 29.00 25.51 .48 11.00 15.91 1.51 0.00 1.33 1.33 56.00 B Obser. Freq. Expt. Freq. X2 Fr. Cell 18.00 9.70 7.09 14.00 18.68 1.17 7.00 11.64 1.85 2.00 .97 1.09 41.00 N = 169.00 X2 Fr. Table 26.802; d.f. = 6; (p X2 Significant Value Table 4.14 Variable .05) 12.59 Michigan's Teacher Tenure Act Is Necessary To Insure Due Process For Tenured Teachers Position SD D A SA Total T Obser. Freq. Expt. Freq. X 2 Fr. Cell 8.00 3.83 4.53 9.00 6.82 .70 25.00 26.84 .13 30.00 34.51 .59 72.00 A Obser. Freq. Expt. Freq. X2 Fr. Cell 0.00 2.98 2.98 3.00 5.30 1.00 27.00 20.88 1.80 26.00 26.84 .03 56.00 B Obser. Freq. Expt. Freq. X 2 Fr. Cell 1.00 2.18 .64 4.00 3.88 .00 11.00 15.28 1.20 25.00 19.65 1.46 41.00 N - 169.00 X2 Fr. Table 15.047; d.f. - 6; (p X2 Significant Value 12.59 .05) 69 Hypothesis 3: The perceptions of teachers, administrators and board of education members will not differ significantly regarding the functioning of the Michigan Tenure Commission as being an effective review agency for tenure appeals. The combined difference between the means was not significant at the .05 level and the hypothesis was accepted. (See Table 4.15) The perceptions of teachers, administrators and board of education members did not differ significantly regarding the Michigan Tenure Commission being an effective review agency for tenure appeals. The STAMBERT instrument contained three questions designed to measure the groups perceptions for hypothesis 3. Questions 5, 15, and 16 were designed to measure the perceptions of teachers, administrators and board of education members regarding whether the Michigan Tenure Commission appeared to function as an effective review agency for tenure appeals. Of the three questions computed for this hypothesis, two did prove to be significant. The interaction between the positions (teachers, administrators and board of education members) did not prove to be sufficient at the .05 level when the combined scores on questions 5, 15, and 16 and these positions served as the dependent variable (See Table 4.15). Significant relationships occurred between the perceptions of teachers, administrators and board of education members on questions 15 and 16. (See Tables 4.17 and 4.18) 70 Table 4.15 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members Regarding Michigan Tenure Commission Being An Effective Review Agency____________________________________________________ CATEGORY STATISTICS GROUP N MEAN Teachers 72 7.458 1.020 Administrators 56 7.500 1.293 Board Members 41 7.829 .892 SD ANOVA TABLE SOURCES D.F. Position M.S. 2 F. P 1.959 1.645 R: Position .05 166 .1962 1.191 Not Significant at .05 level Table 4.16 Variable Michigan Tenure Commission Functions as an Effective Review Agency For Tenure Appeals Position SD D A SA Total T Obser. Freq. Expt. Freq. X2 Fr. Cell 17.00 13.53 .83 33.00 31.53 .07 18.00 20.88 .40 4.00 5.96 .65 72.00 A Obser. Freq. Expt. Freq. X 2 Fr. Cell 12.00 10.60 .18 24.00 24.52 .01 16.00 16.24 .00 4.00 4.64 .09 56.00 B Obser. Freq. Expt. Freq. X 2 Fr. Cell 3.00 7.76 2.92 17.00 17.95 .05 15.00 11.89 .81 6.00 3.40 2.00 41.00 N = 169.00 X2 Fr. Table 8.014; d.f. - 6; (P X2 Significant Value 12. 59 05) 71 Table 4.17 Mandatory Tenure Laws Should be Abolished SD D A 3.00 4.69 .61 7.00 16.19 5.22 52.00 45.16 1.04 10.00 5.96 2.73 Obser. Freq. Expt. Freq. X 2 Fr. Cell 4.00 3.64 .03 16.00 12.59 .92 34.00 35.12 .04 2.00 4.64 1.50 Obser. Freq. Expt. Freq. X 2 Fr. Cell 4.00 2.67 .66 15.00 9.22 3.63 20.00 25.72 1.27 2.00 3.40 .57 Variable Position T Obser. Freq. Expt. Freq. X2 Fr. Cell A B Total SA 72.00 56.00 • 41.00 N = 169.00 X 2 Fr. Table 18.218; d.f. = 6; (p X 2 Significant Value Table 4.18 .05) 12.59 Michigan Tenure Commission Is Necessary to Act As a Review Agency for Tenure Appeals D A SA Total 5.00 15.76 7.35 22.00 29.82 2.05 42.00 24.71 12.10 3.00 1.70 .99 72.00 Obser. Freq. Expt. Freq. X 2 Fr. Cell 18.00 12.26 2.69 32.00 23.20 3.34 5.00 19.22 10.52 1.00 1.33 .08 56.00 Obser. Freq. Expt. Freq. X2 Fr. Cell 14.00 8.98 2.81 16.00 16.98 .06 11.00 0.00 .97 .97 41.00 Variable Position SD T Obser. Freq. Expt. Freq. X2 Fr. Cell A B 14.07 .67 N - 169.00 x2 pr< Table 43.622; d.f. = 6; (p X^ Significant Value 12.59 .05) 72 Hypothesis 4 : The perceptions of teachers, administrators and board of education members regarding the impact of teacher tenure will not differ significantly according to the size of the Michigan school district. For the purpose of analyzing hypothesis 4 all responses to the STAMBERT instrument were divided into large and small K-12 school districts. The large group was comprised of all respondents (teachers, administrators and board of education members) who indicated their K-12 school district enrollment was over 10,000 students. The responses of all teachers, administrators and board of education members comprising small and large districts were then analyzed to determine the validity of hypothesis 4. The overall analysis of the 15 STAMBERT questions was again made by combining responses into the three basic areas the instrument was designed to measure. The analysis of hypotheses 4, 5, and 6 will be presented in the following manner: Variable: Size. Combined responses from questions 1, 7, 12, 14, 17, and 18 were used to determine the relationship between size (small and large school districts) and that group's perceptions of the impact of teacher tenure. Combined responses from questions 2, 4, 6, 11, 13, and 19 were used to measure whether the Michigan Tenure Act provided expedient procedures for eliminating incompetent tenured teachers and protecting competent tenured teachers. Combined responses from questions 5, 15, and 16 were used to determine the relationship between size and the small and large school district respondents perceptions of the functioning of the Michigan Tenure Commission as an effective review agency for tenure appeals. Significant differences in individual chi squares were indicated and displayed. 73 Table 4.19 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members from Large and Small School Districts Regarding _____________ Teacher Tenure Improving the Teaching Profession CATEGORY STATISTICS GROUP N SD MEAN Small 95 12.126 3.636 Large 74 12.311 3.690 ANOVA TABLE SOURCES M.S. D.F. 1 Position P F. 1.416 .1057 R: Position .05 167 .7455 13.391 Not significant at .05 level Of the six questionnaire responses which were computed for this analysis, one proved to be statistically significant. Table 4.20 Variable (See Table 4.23) Michigan Teacher Tenure Process Has Improved Educational Process SD D A Size SA Total Sm. Obser. Freq. Expt. Freq. X2 Fr. Cell 18.00 20.24 .25 45.00 39.35 .81 20.00 21.36 .09 12.00 14.05 .30 95.00 Lg. Obser. Freq. Expt. Freq. X2 Fr. Cell 18.00 15.76 .32 25.00 30.65 1.04 18.00 16.64 .11 13.00 10.95 .39 74.00 N - 169.00 X2 Fr. Table 3.301; d.f. - 3; (p X2 Significant Value 7.815 .05) 74 Table 4.21 Variable Michigan Teacher Tenure Act Should Be Continued As Written Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X2 Fr. Cell 11.00 7.87 1.25 15.00 12.37 .56 53.00 55.09 .08 16.00 19.67 .69 95.00 Lg- Obser. Freq. Expt. Freq. X2 Fr. Cell 3.00 6.13 1.60 7.00 9.63 .72 45.00 42.91 .10 19.00 15.33 .88 74.00 N ~ 169.00 X2 Fr. Table 5.872; d.f. = 3; (p 05) X2 Significant Value 7.815 Table 4.22 Variable Michigan Teacher Tenure Act Improved Public Confidence in Educational Process Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X 2 Fr. Cell 6.00 7.87 .44 36.00 39.91 .38 52.00 44.97 1.10 1.00 2.25 .69 96.00 Lg. Obser. Freq. Expt. Freq. X 2 Fr. Cell 8.00 6.33 .57 35.00 31.09 .49 28.00 35.03 1.41 3.00 1.75 .89 74.00 N = 169. 00 X2 Fr. Table 5.983; d.f. = 3; (P .05) X 2 Significant Value 7.815 Table 4.23 Variable Mandatory Michigan Teacher Tenure Act Has Improved Teaching Profession Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X 2 Fr. Cell 14.00 15.74 .19 35.00 26.98 2.38 40.00 40.47 .01 6.00 11.80 2.85 95.00 Lg- Obser. Freq. Expt. Freq. X 2 Fr. Cell 14.00 12.26 .25 13.00 21.02 3.06 32.00 31.53 .01 15.00 9.20 3.66 74.00 N - 169.00 X2 Fr. Table 12.412; d.f. = 3; (p X2 Significant Value 7.815 .05) 75 Table 4.24 ________ Variable Michigan Teacher Tenure Act Had Improved Working Relationship Among Teachers, Administrators and Boards of Education Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X 2 Fr. Cell 28.00 28.67 .02 42.00 41.04 .02 24.00 23.61 .01 1.00 1.69 .28 95.00 Lg. Obser. Freq. Expt. Freq. X 2 Fr. Cell 23.00 22.23 .02 31.00 31.96 .03 18.00 18.39 .01 2.00 1.31 .36 74.00 N = 169.00 X 2 Fr. Table .740; d.f. = 3; (P 05) X2 Significant Value 7.815 Table 4.25 Variable Michigan Teacher Tenure Act Has Improved Quality of Teaching Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X2 Fr. Cell 12.00 12.93 .07 31.00 24.17 1.93 40.00 46.09 .81 12.00 11.80 .00 95.00 Lg. Obser. Freq. Expt. Freq. X2 Fr. Cell 11.00 10.07 .09 12.00 18.83 2.48 42.00 35.91 1.03 9.00 9.20 .00 74.00 N - 169.00 X2 Fr. Table 6.406; d.f. = 3; (p X2 Significant Value 7.815 -05) 76 Table 4.26 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members From Large and Small School Districts Regarding Tenure Act Providing Expedient Procedures For Eliminating Incompetent Tenured Teachers and _____________ Protects Competent Tenured Teachers_______________ CATEGORY STATISTICS GROUP N SD MEAN Small 95 14.474 2.669 Large 74 15.122 2.890 ANOVA TABLE SOURCES D.F. M.S. 1 Position p F. 17.464 .1331 2.279 R: Position .05 167 7.662 Not significant at .05 level Of the six chi squares which were computed for this analysis, one proved to be statistically significant. Table 4.27 (See Table 4.27) Michigan Teacher Tenure Act Provides Systematic Procedures For Eliminating Incompetent Tenured Teachers Variable Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X2 Fr. Cell 1.00 3.37 1.67 14.00 17.99 .88 63.00 55.65 .97 17.00 17.99 .05 95.00 Lg • Obser. Freq. Expt. Freq. X2 Fr. Cell 5.00 2.63 2.14 J.8.00 14.01 1.14 36.00 43.35 1.25 15.00 14.01 .07 74.00 -------- ---- X2 Significant: Value 7.815 .. . 77 :i 73 T-n CM CO X2 Fr. Table — -..... .. --- --- (P .05) .N ~ .169 ,00 i I- 77 Table 4.28 Variable Mlchigati Teacher Tenure Act Provides An Expedient Procedure For Eliminating Incompetent Tenured Teachers Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X 2 Fr. Cell 5.00 6.75 .45 36.00 34.29 .09 50.00 51.15 .03 4.00 2.81 .50 95.00 Lg. Obser. Freq. Expt. Freq. X 2 Fr. Cell 7.00 5.25 .58 25.00 26.71 .11 41.00 39.85 .03 1.00 2.19 .65 74.00 N = 169.00 X 2 Fr. Table 2.435; d.f. = 3; (p .05) X2 Significant Value 7.815 Table 4.29 Variable Tenure Provides Teachers With a Lifetime Contract Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X2 Fr. Cell 31.00 33.17 .14 52.00 51.15 .01 11.00 10.12 .08 1.00 .56 .34 95.00 Lg. Obser. Freq. Expt. Freq. X 2 Fr. Cell 28.00 25.83 .18 39.00 25.83 .02 7.00 7.88 .10 0.00 .44 .44 74.00 N = 169.00 X2 Fr. Table d.f. = 3 ; (p 05) X2 Significant Value 7.815 Table Variable Tenure Is Necessary To Protect Tenured Teachers From Arbitrary Dismissal Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X Fr. Cell 32.00 29.79 .16 39.00 40.47 .05 22.00 21.36 .02 2.00 3.77 .56 95.00 Lg. Obser. Freq. Expt. Freq. X2 Fr. Cell 21.00 23.21 .21 33.00 31.53 .07 16.00 16.64 .02 4.00 2.63 .72 74.00 N - 169.00 X2 Fr. Table 1.816; d.f. = 3; (p X2 Significant Value 7.815 .05) 78 Table 4.31 Variable Michigan Teacher Tenure Act Protects Competent Tenured Teachers From Arbitrary Dismissal Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X 2 Fr. Cell 23.00 22.49 .01 46.00 43.28 .17 24.00 26.98 .33 2.00 2.25 .03 95.00 Lg. Obser. Freq. Expt. Freq. X2 Fr. Cell 17.00 17.51 .02 31.00 33.72 .22 24.00 21.02 .42 2.00 1.75 .04 74.00 N = 169.00 X2 Fr. Table 1.232; d.f. = 3; (p .05) X2 Significant Value 7.815 Table 4.32 Variable Michigan's Teacher Tenure Act Is Necessary to Insure Due Process For Tenured Teachers Size SD SA D A Total Sm. Obser. Freq. Expt. Freq. X2 Fr. Cell 5.00 5.06 .00 7.00 8.99 .44 31.00 35.41 .55 52.00 45.53 .92 95.00 Lg. Obser. Freq. Expt. Freq. X2 Fr. Cell 4.00 3.94 .00 9.00 7.01 .57 32.00 27.59 .71 29.00 35.47 1.18 74.00 N - 169.00 X2 Fr. Table 4.366; d.f. = 3; (p Significant Value 7.815 .05) 79 Table 4.33 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members From Large and Small School Districts Regarding Michigan Tenure Commission Being An Effective Review Agency CATEGORY STATISTICS GROUP N MEAN SD Small 95 7.558 1.108 Large 74 7.568 1.086 ANOVA TABLE SOURCES D.F. Position M.S. 1 F. .0039 .0032 R: Position .05 p 167 .9548 1.207 Not Significant at .05 level Of the three chi squares which were computed for this analysis, none proved to be statistically significant. Table 4.34 Variable Michigan Tenure Commission Functions as Effective Review Agency For Tenure Appeals Size SD D A SA Sm. Obser. Freq. Expt. Freq. X2 Fr. Cell 15.00 17.99 .50 45.00 41.60 .28 27.00 27.54 .01 8.00 7.87 .00 Lg. Obser. Freq. Expt. Freq. X2 Fr. Cell 17.00 14.01 .64 29.00 32.40 .36 22.00 21.46 .01 6.00 6.13 .00 N - 169.00 X2 Fr. Table 1.799; d.f. « 3; (p X2 Significant Value 7.815 .05) Total 80 Table 4.35 Variable Mandatory Tenure Laws Should Be Abolished Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X 2 Fr. Cell 6.00 6.18 .01 21.00 21.36 .01 61.00 59.59 .03 7.00 7.87 .10 95.00 Lg. Obser. Freq. Expt. Freq. x2 Fr. Cell 5.00 4.82 .01 17.00 16.64 .01 45.00 46.41 .04 7.00 6.13 .12 74.00 N = 169.00 X2 Fr. Table .323; d.f. = 3; (P .05) X2 Significant Value 7.815 Table 4.36 Michigan Tenure Commission Is Necessary To Act _____________ As A Review Agency_____________________________ Variable Size SD D A SA Total Sm. Obser. Freq. Expt. Freq. X 2 Fr. Cell 18.00 20.80 .38 38.00 39.35 .05 36.00 32.60 .35 3.00 2.25 .25 95.00 Lg- Obser. Freq. Expt. Freq. X 2 Fr. Cell 19.00 16.20 .48 32.00 30.65 .06 22.00 25.40 .45 1.00 1.75 .32 74.00 N - 169.00 X2 Fr. Table 2.347; d.f. = 3; (p .05) X2 Significant Value 7.815 The differences in means between the perceptions of teachers, administrators and board of education members from large school districts and those from small school districts were not significant at the .05 level and therefore hypothesis 4 is accepted. The perceptions of teachers, administrators and board of education members regarding the impact of teacher tenure did not differ significantly according to the size of the Michigan school district. 81 Hypothesis 5 ; The perceptions of teachers, administrators, and board of education members regarding the impact of teacher tenure will not differ significantly according to the socioeconomic characteristic of the Michigan school district. Hypothesis 5 was analyzed by dividing the STAMBERT instrument responses into two socioeconomic (SES) groups. Due to a lack of current information available at the State level regarding the socioeconomic status (SES) of the various school districts in the state (socioeconomic status data on various schools districts is no longer collected on an annual basis and other state data did not coincide with respective school district boundaries) this information was sought from the respondents to the STAMBERT. Responses from teachers, administrators and board of education members within the same school district were in agreement on the socioeconomic status in all but four cases. In the four cases where there were differences of opinion regarding the socioeconomic status of the school district that districts respondents were all included in the socioeconomic group indicated by the majority of the respondents from the district. Of the 169 teachers, adminis­ trators and school board members who responded, 84 indicated their schoo1 districts were most representative of lower-middle class socioeconomic status districts. Eight-five teachers, administrators and school board members indicated their school districts were most representative of an upper-middle class school district. The overall analysis of the 15 chi squares was made by combining responses into the three basic areas that the STAMBERT measured. The procedure is explained on the next page. 82 Variable: SES. Combined responses from questions 1, 7, 12, 14, 17, and 18 were used to determine the relationship between socio­ economic status (upper-middle class and lower-middle class school districts) and perceptions of the impact of teacher tenure. responses from questions 2, Combined 4 , 6, 11, 13, and 19 were used to measure the workings of the Michigan Tenure Act as providing an expedient procedure for eliminating incompetent tenured teachers and protecting competent tenured teachers. Combined responses from questions 5, 15, and 16 were used to determine the relationship between socioeconomic status and the group1s perceptions of the functions of the Michigan Tenure Commission as an effective review agency for tenure appeals. Significant differences in individual chi squares were indicated and displayed. Table 4.37 Results of ANOVA Between Perceptions of Teachers, Administrators and Board of Education Members From Upper-Middle Class and Lower-Middle Class School Districts Regarding Teacher Tenure Improving the Teaching Profession________ ______________________ CATEGORY STATISTICS GROUPS N MEAN SD Low Mid. SES 84 12.500 3.541 Up. Mid. SES 85 11.918 3.752 ANOVA TABLE SOURCE Position D.F. 1 M.S. F. 167 .05 14.328 1.076 R: Position p .301 13.314 Not significant at .05 level 83 Of the six questionnaire responses which were computed for this analysis, one proved to be statistically significant. (See Table 4.38) Table 4.38 Mandatory Michigan Teacher Tenure Act Has _____________ Improved Teacher Profession_____ _____ _ Variable SES SD D A SA Total Low Mid. Class Obser, Freq. Expt. Freq. X2 Fr. Cell 12.00 13.92 .26 26.00 23.86 .19 37.00 35.79 .04 9.00 10.44 .20 84.00 Up. Mid. Class Obser. Freq. Expt. Freq. X 2 Fr. Cell 16.00 14.08 .26 22.00 24.14 .19 35.00 35.21 .04 12.00 10.56 .20 85.00 N = 169.00 X2 Fr. Table 1.383; d.f. = 3; (p .05) X 2 Significant Value 7.815 Table 4.39 Michigan Teacher Tenure Act Improved Public Confidence in Educational Process Variable SES Low Mid. Class Obser. Freq. Expt. Freq. X2 Fr. Cell Up. Mid. Class Obser. Freq. Expt. Freq. X2 Fr. Cell D A SA Total 2.00 6.96 3.53 39.00 35.29 .39 43.00 39.75 .26 0.00 1.99 1.99 84.00 12.00 7.04 3.49 32.00 35.71 .39 37.00 40.24 .26 4.00 2.01 1.96 85.00 SD N = 169.00 X 2 Fr. Table 12.278; d.f. = 3 ; (p .05) X 2 Significant Value 7.815 Table 4.40 Michigan Teacher Tenure Act Has Improved Quality of Teaching Variable SES Low Mid. Class Obser. Freq. Expt. Freq. X 2 Fr. Cell Up. Mid. Class Obser. Freq. Expt. Freq. X 2 Fr. Cell SA Total D A 10.00 11.43 .18 20.00 21.37 .09 40.00 40.76 .01 14.00 10.44 1.22 84.00 13.00 11.57 .18 23.00 21.63 .09 42.00 41.24 .01 7.00 10.56 1.20 85.00 SD N = 169.00 X2 Fr. Table 2.977; d.f. = 3; (P X2 Significant Value 7.815 .05) 84 Table 4.41 Michigan Teacher Tenure Act Has Improved Working Relationships Among Teachers, Administrators and Boards of Education Variable SES Low Mid. Class Obser. Freq. Expt. Freq. X 2 Fr. Cell Up. Mid. Class Obser. Freq. Expt. Freq. X2 Fr. Cell SD D A SA Total 23.00 25.35 .22 37.00 36.28 .01 23.00 20.88 .22 1.00 1.49 .16 84.00 28.00 25.65 .22 36.00 36.72 .01 19.00 21.12 .21 2.00 1.51 .16 85.00 N = 169. 00 X 2 Fr. Table 1.212; d.f. = 3; (P .05) X2 Significant 7.815 Table 4.42 Michigan Teacher Tenure Process Has Improved Educational Process Variable SES Low Mid. Class Obser. Freq. Expt. Freq. X 2 Fr. Cell Up. Mid. Class Obser. Freq. Expt. Freq. X 2 Fr. Cell D A 16.00 17.89 .20 42.00 34.79 1.49 16.00 18.89 .44 10.00 12.43 .47 84.00 20.00 18.11 .20 28.00 35.21 1.48 22.00 19.11 .44 15.00 12.57 .47 85.00 SD SA Total N = 169. 00 X2 Fr. Table 5.186; d.f. = 3;