INFORMATION TO USERS

This reproduction was made from a copy of a m anuscript sent to u s for publication
and microfilming. While the m ost advanced technology h as been used to pho­
tograph and reproduce this m anuscript, the quality of the reproduction is heavily
dependent upon the quality of the material submitted. Pages in any m anuscript
may have indistinct print. In all cases the best available copy has been filmed.
The following explanation of techniques is provided to help clarify notations which
may appear on this reproduction.
1. M anuscripts may not always be complete. When it is not possible to obtain
missing pages, a note appears to indicate this.
2. When copyrighted materials are removed from the m anuscript, a note ap­
pears to indicate this.
3. Oversize materials (maps, drawings, and charts) are photographed by sec­
tioning the original, beginning at the upper left hand com er and continu­
ing from left to right in equal sections with small overlaps. Each oversize
page is also filmed as one exposure and is available, for an additional
charge, as a standard 35mm slide or in black and white paper format.*
4. Most photographs reproduce acceptably on positive microfilm or micro­
fiche b u t lack clarity on xerographic copies made from the microfilm. For
an additional charge, all photographs are available in black and w hite
standard 35mm slide format.*
*For more information about black and white slides or enlarged paper reproductions,
please contact the Dissertations Customer Services Department.

T3nh«rsity
Microfilms
International

8613289

Fields, Virginia R.

DESCRIPTION OF THE KEY ISSUES RESULTING FROM THE INVOLUNTARY
REASSIGNMENT OF TEACHERS - A CASE STUDY

Michigan State University

University
Microfilms
International

Ph.D.

300 N. Zeeb Road, Ann Arbor, Ml 481GS

Copyright 1985
by
Fields, Virginia R.
All Rights Reserved

1986

PLEASE NOTE:

In all cases this material has been filmed in the best possible way from the available copy.
Problems encountered with this document have been identified here with a check mark •/ .

1.

Glossy photographs or pages_____

2.

Colored illustrations, paper or print______

3.

Photographs with dark background_____

4.

Illustrations are poor copy______

5.

Pages with black marks, not original copy______

6.

Print shows through as there is text on both sides of p a g e _______

7.

Indistinct, broken or small print on several pages

8.

Print exceeds margin requirements______

9.

Tightly bound copy with print lost in spine_______

10.

Computer printout pages with indistinct print______

11.

Page(s)___________ lacking when material received, and not available from school or
author.

12.

Page(s)___________ seem to be missing in numbering only as text follows.

13.

Two pages num bered

14.

Curling and wrinkled pages______

15.

Dissertation contains pages with print at a slant, filmed a s received

16.

Other____________________________________________________________________

. Text follows.

t/

University
Microfilms
International

DESCRIPTION OF THE KEY ISSUES
RESULTING FROM THE INVOLUNTARY
REASSIGNMENT OF TEACHERS - A CASE STUDY
By
Virginia R. Fields

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY

Department of Teacher Education
1985

Copyright by
VIRGINIA R. FIELDS
1985

ABSTRACT
A DESCRIPTION OF THE KEY ISSUES RESULTING
FROM THE INVOLUNTARY REASSIGNMENT OF
TEACHERS— A CASE STUDY
By
Virginia R. Fields

This
the

is an ethnographic case study

investigating

key issues of the adjustment processes of

tenured

teachers who were involuntarily reassigned during times
of

declining enrollments and financial crisis in

Michigan

school districts.

The purpose of the

many
study

was to investigate the extent personal and professional
issues of reassignment affected
(2)

professional goals,

and

(4) inservice needs.
This

research

four

is descriptive in

interviews,

involuntary

used

Thirty

nature,

rather

The data were gathered from

reassigned

observations,

questionnaire.

attitudes,

(3) teaching task adjustment,

than to test a hypothesis.
from

(1) teacher

teachers

journals

and

through
a

survey

other reassigned teachers were

for the purpose of validating the

from the four case study subjects.

data

obtained

Vi rg ini a R. Fields

The
feelings

major finding was that there are no positive
by

the

case

involuntary reassignment.
negative

mind

study

subjects

from

Some of the reasons for

sets were:

(1) the way in

which

teachers were informed about the reassignment,
lack

of

providing
attitude
for
their

support

of their peers by not

in

about

their

unsympathetic

initiating

knowledge

the

not

assistance
and

feelings of inadequacy resulting from a lack
relative

to

(4)
of
the

social and emotional needs of the students in

new assignments.

reassigned

teachers

their

These factors contributed

developing

apathetic

activities.

The

only

positive

was that the teachers were allowed

to

attitudes

assignment and becoming less involved

professional
found

administrators
(3) the

the

(2) the

their adjustment in their new positions,

academic,

about

the

retraining programs,

confidence

their

from

the

to

in

factor
continue

teaching.
The

researcher

reassigned

teachers

concluded
could

be

that the

remediated

cooperative efforts by administrators,
and colleagues.
negotiated
teachers
process,

(2)

provisions

teacher unions,

which

a direct participant in the
professional

of

through

Among specific actions needed are:

contract
as

problems

notification

involve

(1)
the

reassignment
procedure,

Virginia R. Fields

(3)

appropriate inservice prior to reassignment

and

a

continuing assistance process during the initial months
in

a

new

colleagues

location
with

the

reassigned position.

and

(4)

direct

induction

involvement

process

into

of
the

DEDICATION

Dedicated to my husband, Harold, and son Eric.

ii

ACKNOWLEDGEMENT

This dissertation is a product, not only of my own
but

of the significant others who share in part of

life.

Without

their

assistance,

encouragement

my
and

support the project would have been impossible.
Dr.
and

Banks Bradley, as Guidance Committee Chairman

dissertation director provided

challenge and standard

of excellence.
and often

when

which

kept this study within manageable
is a caring,

provided

supportive,

insight,

Dr. Bradley was

there

Bradley

needed,

support,

perspectives
limits.

Dr.

and humane educator

whose balance between idealism and realism are a

model

for others to emulate.
Dr.

Robert

dissertation
educator
brilliant
excellence

Hatfield,

made

real

the

to me.

meaning

teacher

of

a

of

whose

education

this

professional

He is a creative,

teacher-scholar,
in

co-director

caring

standards
have

and
of

inspired

confidence and a drive toward personal and professional
gr owth.

iii

Dr.

Jacqueline Nickerson, a member of my guidance

committee

has

insights

been

and

supportive

and

has

contributed

offered suggestions that have made

this

dissertation more than it would have been otherwise.
Dr.

Charle Henley,

committee.

His

also served on this

guidance

support and influence will be with me

for many years.
Dr.

and Mrs.

Leo Cloman have been my friends, my

colleagues and my confidents.
and

They have challenged me

have supported my endeavors and

always

growth.

I

will

cherish their companionship in our adventure in

sharing, caring and learning.
Cleo
myself

Roberts

and

to

has given me

do the best I

support and friendship,
to

encouragement
can.

With

her

to

be

love,

I have grown and will continue

do so. She has been instrumental in my life.
My husband,

writing

Harold,

lived tolerantly through this

and endured my doubts and anxieties with stoic

faith. I acknowledge a debt of love.
Finally,

I

acknowledge with gratitude the

participants

and

with

adventure in

me

growth.

an

survey respondents who
personal

and

have

study
shared

professional

To all of them I owe a debt of empathy deeper

than gratitude.

TABLE OF CONTENTS

List of Tables...................................... vii
CHAPTER ONE:

NATURE OF THE STUDY.................. 1

Introduction.................................... 1
Need for the Study ............................. 2
Purpose and Research Questions............... 10
Assumptions.................................... 12
Limitations of the Study ......................12
Definition of T e rms .........
14
Overview of Succeeding Chapters.............. 15
CHAPTER TWO:

REVIEW OF REASSIGNMENT LITERATURE..17

Introduction................................... 17
Background Literature......................... 20
Reassignment Effect on Teaching Attitudes... 25
Professional Goals of Teachers............... 31
Adjustment to Completing Teaching Tasks
34
Inservice for Involuntarily Reassigned
Teachers..................................... 36
Literature Update............................. 39
Summary........................................ 43
CHAPTER THREE:

METHODOLOGY........................ 44

Introduction................................... 44
Research Questions............................ 44
Case Study Participants.......................45
Design for Data Collection................... 47
Data Collection Procedure.................... 50
Validation of Case Study Findings........... 54
Data Analysis Process......................... 55
Summary........................................ 60
CHAPTER FOUR:

PRESENTATION AND ANALYSIS OF DATA.61

Introduction................................... 61
Description of the Setting................... 62
Case Study Subjects........................... 65
v

Case Studies Description of D a t a ............. 67
Va 1idation Survey............................ Ill
Chapter Summary...............................118
CHAPTER FIVE: CONCLUSIONS, REFLECTIONS AND
RECOMMEND AT IONS...............................120
Researcher Conclusions and Reflections
121
Educational Implications.....................134
Summary........................................138
APPENDICES.......................................... 140
Appendix A: Population Projections for
Oakland County and Michigan to Year 2000...140
Appendix B:
Michigan Public K-12 Pupil
Enrollment by Grade L e v e l....................141
Appendix C:
Functions and Tasks of
Teaching...................................... 142
Appendix D: Letter to Local Education
Association................................... 144
Appendix E:
Interview Guid e s ............... 146
Appendix F: Observation G u i d e .............. 149
Appendix G:
Survey Questionnaire and
Cover Letter ................................ 150
Appendix H: Demographic Information
Reassigned Teachers Questionnaire...........163
Appendix I: Data Analysis for Interviews..167
Appendix J:
Survey Questionnaire
Tabulation................................... .168
Appendix K: Contact with Case Study
Subjects...................................... 177
Appendix L:
Schematic of Case Study
Subjects.............
178
BIBLIOGRAPHY

179

LIST OF TABLES

4.1

Demographic Data on Involuntarily Reassigned
Survey Respondents and Case Study
Participants.......................................113

vii

CHAPTER ONE
THE NATURE OF THE STUDY
Introduction
Many

school

grappling

with

districts

in

Michigan

problems of declining

have

enrollment

been
and

insufficient financial support for over a decade.

One

of

the

the

trends

involuntary
and/or

from

this

has

been

reassignment of teachers to subject

areas

grade levels for which they have not had recent

training and/or experience.
to

problem

accept

which,

Teachers have been forced

less than desirable
although

certification,

may

teaching

usually

within

assignments
their

legal

not be where the teachers are most

effective.
The

purpose of this field study was

to

describe

the personal and professional issues which reassignment
created

as related to teacher attitudes,

professional

goals, teaching task adjustment and the inservice needs
of

involuntarily

involve

morale,

willingness

to

reassigned
stress

teachers.

factors,

participate

in

job

These

areas

satisfaction,

professional

growth,

2

subject content competence,
the

teacher

to

as well as the ability

create and implement

an

of

educational

program of excellence.
This

chapter

explains the need

describes

the

purpose,

questions,

defines

key

for

identifies

the

the

terminology and

study,
research

reviews

the

need to address the issues of this study

was

limitations.

Need for the Study
The
reinforced

by

reassignment

of

student

the

knowledge

that

teachers resulted

involuntary

from

declines

enrollment and budget decreases.

in

Projections

based on the 1970 census show that increases in student
population

at

until

(See Appendix A ) .

the

1985
age

1990.

the elementary level are

group

not

Population increase

ten to fourteen will not

occur

completed

by Hecker and Ignatovich

one

Projections

(1/81) of

Michigan

University indicated similar enrollment patterns

(Appendix B ) .
decline

in

until

After 1985 the projections indicate only a

percent increase for ages five through 14.

State

expected

and

educational

It is expected therefore that enrollment
related fiscal problems
concern

throughout

the

will

remain

1980's

an
with

3

continuing

reassignment of teachers as one consequence

of reduced budgets and changing needs for teachers.
Declines in enrollment have necessitated
reductions

in

attrition,
in

These

reductions,

are usually made on the basis of

accord

with

obligations
fewest

schools.

districts'

with teacher unions.

years

released.

school

of

experience are

staffing
after

seniority
contractual

Teachers

with

the

"pink-slipped"

or

Vacated teaching positions are then

filled

through a "bumping" process based on district seniority
and certification.
teachers
levels

Therefore, a considerable number of

are reassigned to subject areas and/or
for

which

they have not had

recent

grade

training

and/or experience.
The number of teachers who receive lay-off notices
each

spring usually

exceed the actual number of staff

reduction needed in the succeeding school year, because
contractual

provisions usually stipulate the

teachers

must be provided 90 days notice prior to the closing of
school in the spring.
teachers
often

Typically,

are rehired in August.

some of the released
These

teachers

are

asked to teach in areas for which they have

not

had recent training and/or experience.
with

some years of seniority

Other teachers

may also be assigned to

4

fill

teaching

positions left open by the

experienced teachers
The

(Potter,

lay-off

1981).

number of involuntarily reassigned

across

the

State

Department

Education

Education nor

Association.

information
handled

teachers

State of Michigan is not recorded
of

is

that

through

The

the

reason for the

the matter of

the local

of

by

the

Michigan
lack

of

reassignment

was

districts

at

school

unspecified times and when necessary.
The

problem

recognized

of

reassignment

as a growing problem.

of

teachers

A report

on

was
local

school district programs for reassigned teachers to the
State Board of Education from Phillip E. Runkel stated:
Due

to

declining

enrollment

constraints,

reassignment

administrators

is

of

and

financial

teachers

a growing problem in

and

Michigan.

Reassigned personnel are frequently moved to a

new

grade level and/or subject area for which they have
not
find

had recent training and/or
themselves

re-educating
teaching.

experience.

They

in the position of educating

and

themselves at the same time they

are

(State Department of Education,

1982).

The same document contained a report on reassigned
teachers workshops

(named "workfests") sponsored by the

5

State

Department of Education.

attended
school

These workshops

by 709 K-12 teachers from 19 intermediate
districts.

throughout

the

These

districts

state which supports

nature of the reassignment problem
Teacher certification
provisions,
enrollments
are

called

seniority

were
the

experience.

and

contractual

declining

upon to teach classes and/or

For example,
(art,

music,

because

their

teacher

schools
1981) .
from

a

and

may be
the

grades

for

training

or

physical education)

level

not

certification

kindergarten through grade twelve.
art

school

individuals who are certified

assigned classes at a

taught

1980) .

have created situations in which educators

in a special subject
be

generalized

standards,

rights

or

located

(MEA Voice,

which they have had no recent educational

may

were

transferred

reverse is

is

often

Thus, a high school
to

also

previously

the

possible

elementary
(Potter,

Another example is the reassignment of teachers
major area of certification to a

minor

area.

Many high school teachers are qualified to teach in one
or

more

provisions.

minor areas

under

state certification

William Weber highlights the dimensions of

the problem:
An

elementary teacher could be transferred to

the

junior high school to teach eighth grade science, a

6

course
The

that the person may have no background

in.

teacher being replaced who has a biology minor

could be transferred to the high school to
the

replace

high school biology teacher who has a major in

the field.

All these changes would be within

State of Michigan Certification Standards.

the

(Weber,

1970, p. 15) .
According
former

to

Paula Brictson and

Professional

Michigan

Sharon

Development Consultants

State Department of Education,

reassigned teachers
competence,

fall

Sarris,
for

the

the needs for

into three categories:

if they are assigned to a grade or

(1)

subject

area in which they have had little or no experience

or

preparation;

be

teaching,
the

(2) knowledge of the pupils they will

so

they are not forced to walk in "cold" on

first

day

psychological

of

their

support,

teachers
grade

(1981)

(MEA V o i c e , 1980).
reassigned

previous exposure to the new content area
level

occurred

(3)

unfamiliar

indicated that for many

undergraduate school.
have

assignment;

which any newcomer

with a new situation needs
Potter

new

10-15

years

earlier

or
in

Such reassigned teachers may not

current information about developments within the

subject
training

area or
was

grade
probably

level.
limited

Furthermore,
in

minor

initial
areas

of

7

certification.

The area of

reassignment,

therefore,

may

be in their minor field of certification in

the

teacher has no recent professional

training.

An English teacher, with

which

experience

fifteen

years

or
of

experience, could be asked to teach social studies even
if

training

consisted

studies courses.
previous
could

of

a

few

unrelated

social

Elementary teachers with all of their

training and experience in

early

elementary

be reassigned to a junior high or middle school.

Such

individuals lack background knowledge

concerning

the particular content as well as understanding of
social

and

teachers

emotional needs of the

age

level.

the
Even

who have had previous training in their areas

of reassignment will find retraining a
reassigned

teachers

effectively,

they

are

will

to

necessity.

perform

given

role

have to learn information and

skills related to their new assignments
Being

their

If

(Potter, 1981).

very little time to prepare for

new

assignments makes retraining complicated for reassigned
teachers.
teachers

Administrators are often unable to reassign
to

their

new areas until

beginning of the school year.

just

before

With inadequate notice,

reassigned teachers are unable to gather materials
become

the

and

familiar with new course content and/or student

composition

before the school year

begins.

Teachers

8

are, therefore, put in a position of

teaching

subject

areas or grade levels before they are familiar with the
methods

and

effectively
rather
to

materials.
teach

than

Yet,

children

being

as

they are

expected

experienced

to

veterans

recognized as in need of inservice

obtain appropriate information for content and

the

social and emotional development of students.
Being reassigned engenders additional problems for
reassigned

teachers.

Reassignment is an

indication

that teachers have relatively little control over their
professional careers.

Some may spend months wondering

whether they will have a job at all,

while others

may

feel they are being

arbitrarily moved about like pawns

on

They must wait to be informed

a chess board.

and

where they can use their skills.

area

of

related

stress

has identified

Edson

(1978)

teachers

problems.

can

Since

transferred,
their

Research in the

lack

of

to one's own job as a contributing

counterproductive stress

of

a

the

stressful

influence
factor

(Cavanaugh and Styles,

in

1977) .

stated that the involuntary transfer
create
the

other

teachers

personal
do not

Research

has

shown

adjustment
elect

reassignment may occur

lives when they are least

changes.

how

to

be

at a time

in

able to deal with such
that

and that various changes can

change
have

can

be

multiple

9

effect

(Holmes and Holmes,

1979).

Holmes

and

Rahe

(1979)

have found that people are more susceptible

major

illnesses after they have experienced a

to

number

of life altering events.
Prior to the 1970s,

teaching was often considered

a secure, though less than lucrative, profession.

Many

teachers entered the teaching profession because of the
security that the field offered
Other

teachers,

reasons,

may

who

are

profession
taught
for

many

lose

same

their

process

changes

provided.

subject

jobs.

In

teachers

reassignment

reactions

for

area

the

different

the

security

in

teaching

security

Teachers
and/or

1978).

the

who

grade

have
level

years may be forced to face reassignment

insecurity,
make

Radical

inconsistent with

previously

the

attracted

have become accustomed to

that teaching offered.
assignments

were

(Hoy and Miskel,

addition

to

professional

may have economic concerns

personally

or

stressful.

that

Teachers'

to reassignment involve a complex adjustment
about

which

insufficient

information

is

currently available.
This study was undertaken as a means of
and

acquiring

examining validated data which would be useful

in

identifying the key issues of concern for involuntarily

10

reassigned teachers.
suited

to

a

knowledge

special need

that

is,

of the possible effects on the personal

and

professional

adjustment

reassigned.
factors

It

that

teachers'

The study was considered uniquely

is

may

in

education:

required

of

teachers

therefore important

to

facilitate or impede

a

adjustment to a new assignment.

when

look

reassigned
The

study

provided important clarification and identification
the

key

procedures

issues necessary if more

effective

at

of

transfer

are to be developed for teachers reassigned

into teaching positions which they consider

personally

and professionally inappropriate.

Purpose and Research Questions
The
problems
grade

purpose

of

the study was

to

of tenured teachers who were reassigned to

level/ subject area for which,

certified,
training.
describing

they

had

recent

questions

the
a

although legally

limited

experience

or

Descriptions of these problems provided data
the effect of involuntary

reassignment

teachers' attitudes, professional goals,
adjustment

describe

and
which

analysis were:

inservice

needs.

on

teaching task

Specific

research

evolved to guide data collection

and

11

1.

Attitude:

How

do involuntarily

reassigned

teachers cope with both the process of being reassigned
and

the

demands

of a less

than

desirable

teaching

assignment?
2.

Professional G o a l s :

involuntarily
assignment

reassigned

affect

the

to

a

How

does

less

than

future professional

being
preferred
goals

of

teachers?
3.

Teaching Task Adjustment:

adjustments
reassigned

which

are

teachers

necessary

to

What
for

successfully

are

the

involuntarily
complete

the

instructional tasks in a new assignment?
4.

Inservice:

education

is

teachers?

What

What

inservice

provided

involuntarily

inservice

training or

training

or

reassigned
education

is

needed before assuming a new assignment?
An

ethnographic

required
guide
survey

approach

was

utilized

the continuous examination of data so

the subsequent interviews and
questionnaire

was

which
as

to

observations.

A

developed to

conclusions from the ethnographic data.

validate

the

Through these

processes the purpose of the study was accomplished.

12

Assumptions
A basic assumption underlying this study was

that

the researcher would be accepted by the four case study
participants

to

an

extent that would allow

reveal their true feelings.
assume

that

the

representative
teachers
assumption

other

their
is

to

It was also necessary

to

participants

of

in

them

the

study

involuntarily

school

necessary

administrators

for

and

controlled

reassigned

districts.

because

the

the

were

This
district

selection

of

participants.
The

researcher

anticipated

that

the

generalizability of conclusions from the study would be
limited in scope.

This assumption is stated because it

was not possible to secure empirical data from randomly
selected participants.

Limitations of the Study
A

key

nature

factor

in ethnographic work is

of the procedures and methodology

statistical studies.
be

controlled

lack
access

of

to

An example of

by the researcher

teachers

differ

the
from

Data are described but seldom may

by the researcher.

control

that

who

had

was

been

the

the

limited

involuntarily

13

reassigned
result

by school district

As

a

of administrative concern that subjects reflect

a positive view,
study

administrators.

the researcher was required to accept

participants who were selected by

the

district

administrators.
Another

limitation

was

researcher for observations,
observations
absenses,

on scheduled

the

access

interviews,
dates.

by

the

or follow-up

Thus,

participant

illnesses or schedule changes interfered with

data collection at some points in the research.
participants

teaching

positions

were

also

Study
changed

during data collection due to the transfers following a
successful millage vote in one district.
The
written

lack of consistent,

detailed information

journals limited the study to the extent

potentially valuable information was
was

a

necessity

to accept

withheld.

interview

in
that

There

statements

as

valid.
Survey
teachers
to

be

them.

information

from involuntarily reassigned

was collected.

The respondents veracity had

assumed

as no personal contact was

made

with

14

Definition of Terms
The following terms are defined in the context

in

which they are used in this study.
Transfer;

To change from one building,

subject to another

(Weber,

grade or

1970).

Involuntary Reassignment:

Transfer

into an area

that has not been taught by the teacher in the previous
three years

(or more) with the transfer decision

made by the administration
Certification:
completed

the

being

(Potter, 1980).

The declaration that a teacher has

necessary

course

requirements

entitles the teacher to perform teaching duties

which
within

the state.
Professional Development:
to

certified

teachers

knowledge

with

academic

specialty,

strategies,

new

Such development refers

continuing

information
refine

to
in

and

expand
areas

develop

their

of

their

teaching

implement the findings of current research,

evaluate

students

personal

growth

and

programs

(Michigan

and

Education

Professional Development Commission,
In Service Preparation:

enhance

their

Instructional

1984).

That

professional

training and/or education undertaken by a teacher while
in a teaching position,
initiated

whether such training is self­

or a result of a supervisory

decision.

In

15

the context of this study, in-service preparation among
involuntarily
university

classes,

sponsored
efforts

reassigned teachers may
local

regional

by professional organizations,

development,
be

or self-help
advice

and

In contrast to professional

in-service preparation in this context may

in the area or grade level of

teachers'

formal

workshops

in reading literature and seeking

knowledge from colleagues.

not

or

include

specialty,

the

reassigned

but may be an effort to

prepare

for the new assignment.

any

Stress;

A

non-specific response of the body

demand,

whether

pleasant

or

unpleasant,

to
that

elicits some biological or mental response.
Role Stress;
experienced

Varying

degrees

of

as a result of meeting role

related tension (Cavanaugh and Styles,
Frustration;

A

form

of

stress

difficulty
demands;

job

1977).
consisting

of

perceived feelings of insecurity and/or dissatisfaction
from

lack of achieving goals and objectives which,

another

form

of

excitement (Potter,

response,

can

be

challenge

in
or

1981) .

Overview of Succeeding Chapters
A

review

pertinent

to

of

literature

the study

and

related

research

is presented in Chapter

Two.

16

Chapter Three focuses on the design of the
Chapter
data
the

Four

the results of the data

analysis procedures are detailed.
study,

reflections,

study.

In

collection

and

A summary

of

and educational implications

for further research is included in Chapter Five.

CHAPTER TWO
REVIEW OF TEACHER REASSIGNMENT
LITERATURE
Introduction
The

literature

for

this

study

proved

to

be

extremely limited.

There were some articles, generally

published

1970,

after

description
background

of
so

which

the study.

contributed

These are

as to describe the

to

a

explicated

as

serious

nature

of

topic

of

involuntary reassignment.
Coping

with

stress has been a general

concern for teachers as well as others.
resulting

from involuntary reassignment was documented

in the literature.
question
teacher

Teacher stress

Literature for the first

research

was related to the effect of reassignment
attitudes.

Many of the writers stressed

on
the

negative emotional aspects of involuntary reassignment.
An obvious serious gap in the literature was the coping
process to meet the demands of the new assignment.
Literature

specifically concerned with the effect

of involuntary reassignment on the future
goals

of teachers was almost non-existent.
17

professional
Only

one

18

selection

provided

interpreted

as

some

inferences which

showing

the

negative

have

been

reactions

of

provided

the

involuntarily reassigned teachers.
The

work

primary
the

by

Hatfield

(1982)

basis to organize the study so as

adjustment

tasks.

necessary for completion

Additional research in this

area

to

examine

of

teaching

specifically

related to reassigned teachers was not available.
concept developed by Hatfield
responsibilities

or

(1982)

functions

of

The

identified the job
teaching.

The

organization of teaching responsibilities generated the
functions

of

teaching

tasks

functions.

teaching

The

which

with a more

specific

set

corresponds

to

of

the

established

the

functions and tasks

each

of

parameters of teaching practice and provided boundaries
within

which

developed.
teaching

teaching can be
The

was

taxonomy

the

classifying

base for the

of

Appendix

G

tasks

formulation

of

post-interview

data and the development

Involuntarily Reassigned Teachers Survey
(See

analyzed

of functions and

researcher's observation guide,
the

studied,

).

The

seven

of
this

guide,
of

the

Questionnaire

major

divisions

include:
1.

and

Formulate curriculum content and goals

19

2.

Provide

for

the

educational

needs

of

individual students
3.

Develop and manage instructional programs

4.

Develop and execute teacher-learning processes

5.

Assess and report student learning and growth

6.

Contribute

to

instructional

activities

and

operations
7.

Participate

in

professional

and

scholarly

inquiry and development

Some limited general discussion of inservice needs
of
the

involuntarily reassigned teachers
literature.

Potter

(1981)

collection.
published
reviewed

A

key

provided
One

after

this

research study completed
the basis

study

was available in

of

study

great
was

by

for guiding

data

importance

was

completed.

separately because of the directness

It
of

is
the

relationship with this study.
The

review

of the

illustrative

of

involuntary

reassignment

literature

is presented

the importance of this
of

study

teachers.

of

The

as
the

topic

headings for the guiding research questions are used to
organize the literature review.

These are:

attitudes,

professional goals, teaching tasks and in-service.

20

Background Literature
Teacher
problem

reassignment

caused

is recognized as a

primarily

by

a

decline

enrollment and/or a financial crisis.
have

assisted

and

in

school

Union contracts

experienced teachers in keeping

because of seniority clauses.
trauma

serious

However,

the

a

personal

the impact on educational quality are

solved simply through being able to retain a job.
background
nature

literature confirmed the

job

serious

not
The

personal

of reassignment as well as the probable

impact

on the instructional process.
Dembowski
problems

and Gay

with

teachers.

seniority

Second,

is

disrupt

not

a

measure

of
of

the domino effect of a series of

seniority-determined transfers,
seriously

certain

using seniority in the reassignment

First,

competence.

(1980) have identified

where

instruction.

permitted,

Third,

many

can

school

people believe that frequent transfers and reassignment
due
their

to

seniority may reduce a teachers'
pupils.

allegiance to

A teacher's sense of belonging to

and

participating in the educational mission as a school is
essential

to

the success of

interdependent

working

developed

a

over

the

school.

relationships

period of time among

Informal,
that

teachers

have
and

21

principals

are

precarious

and can

be

disrupted

by

frequent teacher reassignments.
Seniority,
protects

crucial

interference
to

then,

orderly

problems

is

job

an objective standard
decisions

from

political

or administrative abuse and lends
procedures.

as

But seniority

it does not provide

itself

does

control

that

present

over

staff

quality and it permits disruption of careers.
Reassignment

of

teachers

created

disruption of the instruction process.
staff

supervision,

administrative
principal

and

teacher

cooperation

were

serious

Team teaching,
commitment

threatened.

and
One

of a school where one-third of the staff was

new in one year observed:
Overall,

I

healthy.

don't

The

think a lot

is

and where they would

There is not much commitment in this

situation to this school,
to

disruption

teachers last year were focusing on

how long they would be there,
*be next year.

of

or to the principal,

the philosophy of the staff.

There has to

or
be

some balance between a teacher who has been in

the

same

the

seat

teacher

who

(Dembowski,

in the same room for 20 years
is in a different school
1980, p. 173).

and

every

year

22

Dembowski
describing

and

the

reassignment.
areas

such

qualified

(1980)

reported

information

of principals relative

to

the

Many negative results were described for
disruption

relations,

displacement

have

views

as

community

Gay

of

of

innovative

teacher

qualified

programs,

competence

teachers.

and
A

the

legally

teacher may be placed in an area where

never

taught and where academic study

they

had

been

completed years before.
Almost
Gay,

all

including

persons interviewed by Dembowski
union

leaders,

believed

that

constraints in reassignment were necessary.

worth

more

than college

work.

A

some

Educators

have argued that recent teaching experience in a
was

and

high

field
school

principal stated:
We

have a veteran staff here.

is not having experience.
move

an

Having coursework

For example,

elementary school counselor to

school guidance department.

you can't
the

high

It takes two or three

years to break in a good counselor,

and you

don't

expect teachers who've been teaching home economics
to teach effective science classes, if they haven't
taught science in 20 years.
174)

(Dembowski,

1980,

p.

23

Other

principals

taken

years before may possibly no longer be relevant.

Principals

expressed the concern

expressed

knowledge

needed

to

the

opinion

be current

that

that a
and

courses

teachers'

also that

the

teachers needed to feel confident that they were up-todate.
The
93

survey reported that of 95 school

percent

teachers

in

subject
arts,

with declining enrollments had
response

areas

Ross

typical

for

urban,

Roth

declines.
were

(1984)

than

The

language
arts

1980).
obtained

staff

level

the mid-1970s to the mid-1980s in
midwestern school district which

named the "Greenville Public School System."
severe

reassigned

and science as well as fine

(Dembowski & Gay,

and

comparisions

population

most adversely affected

social studies,

and languages

to

districts,

the decreases in the

general

a

they

Even more
staff

and

student enrollments were the reductions in staff funded
by

outside

Since

(federal/state)

1980-81,

required

staff

"Greenville"

funding

programs,

cuts in

reductions

of

such as Title I.

such
78.6

programs

have

percent.

In

this category of transfer accounts for

a

large number of specialists, consultants and other non­
classroom

personnel

being

reassigned

to

classroom

teaching.

The pattern of decrease in the professional

24

staff

ranged

from 7.7 percent for Central

Office

to

38.4 percent in elementary.
Long term solutions to the dilemma of reassignment
suggested

by

counseling

Ross

and

teacher

Roth

education

areas of specialization and
be

(1984)

included:

students

into

(1)
needed

(2) current teachers

could

encouraged to obtain certification in more than one

area

and/or

have professional renewal

interdisciplinary areas.
provide
the

in

These solutions may prove to

some assistance with teacher

future.

activities

However,

they

are

reassignment
not

helpful

in
for

districts and teachers when immediately confronted with
forced involuntary reassignment.
The

Michigan

Department of

workshops

for

1984.

total of 709 teachers from 19

A

intermediate

reassigned

Education

schools

teachers from 1982

attended.

The report

comments from teachers relative to

None

of these comments reflected a positive
toward

districts
always

through

districts

many

either

sponsored

included

their

needs.

viewpoint

reassignment or their treatment by

during
reported

the
in

process.
negative

The

or

experience

terminology.

the
was

(State

Department of Education Report Attachment A, 1982).
The
teacher

limited

but potent literature

available

reassignment described the serious

nature

on
of

25

the problem.

The obvious lack of short-term solutions

demonstrated that involuntary reassignment is a problem
needing

study

training.
helping

to describe the effect on teachers

and

There does not appear to be any concern for
teachers

cope with the

difficulty

in

being

involuntarily reassigned.

Rather, it seemed sufficient

from

viewpoint,

the

rights

administration

had

been

followed.

The

that
issue

seniority
for

school

administrators seemed to be that transfers must be made
to comply with teacher contracts.

Reassignment Effect on
Teaching Attitudes
This section will describe literature which helped
define

the

involuntarily
process
than

first

research

question

of,

"How

reassigned teachers cope with

both

of being reassigned and the demands of a
desirable

teaching

assignment?"

Coping

reassignment was an obvious serious emotional
Administrators
away

reassigned

to classrooms

do
the
less
with

problem.

after

years

from classroom teaching were concerned with their

ability

to actually teach.

clearly

identified

reassignment.

stress

The following
as

important

literature
in

teacher

26

Experienced
situations

teachers

have

teachers.

some of the problems

Many

interpersonal

reassigned

of

these

relations

(commonly

poor

discipline),

(commonly

public

relations).

called

Throughout

"poor classroom

discipline," "cannot handle the
understanding
(Kirk,

of

students,"

1979).

and

Teachers

being unappreciated,
that

a

lack

resources

individuals is a major source
depression.

Hunter,

"lack

of

complain

Cherniss
and

of stress,

Styles,

"needs

of

powerlessness,

unprepared.
of

and

control,"

class,"

anxiety, stress, isolation, feelings of

argued

new

involved

(commonly called

teachers occur,

personality"

of

to

reports the same general problem of new

reassigned

better

new

problems with parents and community

called

published

"poor

and

common

problems

problems with teachers and principals
cooperation),

into

(1978)

power

in

anxiety

and

Swick

and

Cavanaugh,

Hanley found in their research that teachers experience
stress

because

environment

they

(Cherniss,

do not have control

over

1978).

Teachers who function in a supportive
usually
1979).
the

deal

with stress in a positive

environment
mode

(Walsh,

A psychological sense of community may mitigate

impact

burnout.

their

of

stress and prevent or

Transferred

and/or

reduce

reassigned

teacher
teachers

27

frequently

lose

a

supportive

community

in

their

assignment change and must develop a new one in a

new

situation (Faber, 1980).
Lack

of

support

involuntarily
teachers.

is a more serious

reassigned
A

powerlessness,

teachers

reassigned

problem

than

for

teacher's

for
other

sense

lack of preparation time,

of

and lack

support contribute to potential problems.

of

High levels

of anxiety in classroom teachers may become detrimental
both

to the teacher and the students.

correlated

with

performance

(Coats and Thoreson,

Ross

and

inappropriate

Roth

Anxiety may be

student

and

teacher

1976).

(1984) completed

an

ethnographic

study

of personnel whose career had followed a pattern

from

an

administrative

reassigned
trauma

to

classroom

position

to

teaching.

involuntarily
They

found

of reassignment extremely stressful

professionals.
produce

and

One teacher said:
do

your

work as

for

the
these

"You're supposed to

well

as

ever

(after

receiving

notification of reassignment or layoff), but

you

like screaming and saying to hell

whole

feel

thing— I

don't care anymore."

(Ross

with
and

the
Roth,

1984, p. 12)
Teachers were primarily concerned with themselves,
classroom control, mastery of content and evaluation by

28

others.
Leo,

These concerns were evident in the comments of

an

school

involuntarily
math

and

science

evaluation specialist.

my
When

I

position

back,

skills to survive?"
Pat,

an
to

my concern was:
(Ross and Roth,

evaluation

and

research

specialist

after

fifteen

concerns

people how to teach their classes,

it myself? Can I keep the lid on?

don't

know.

telling
can I do

Can I keep those

their work?

of a classroom teacher can I be now?

you

What
When

not okay when

Reed

if
an

know,

(Ross and Roth, 1984, p. 24).
and Paznokas

(1983) used

descriptive

and phrases occurring in teacher interviews for
describing

you're

you're

administrator coming to the classroom not to
is it?

kind

everybody knows it's okay
It's

of

She stated:

All these years I have been running around

kids in their seats doing

the

1984, p. 24) .

a middle school classroom

a beginning teacher,

I

things.

Did I have

involuntarily reassigned educators.

other

an

When

certain

years out of the classroom, reflected the
many

as

my interest centered around

to get the student to do

came

assigned

a

middle

how will I survive?

(classroom teaching),
ability

from

to

He said: "My concern was almost

exclusively with myself;
left

reassigned teacher

words
graphs

various levels and factors contributing

to

29

job

satisfaction.

Only

one of

their

subjects

had

experienced only reassignment while the other transfers
returned

the

teachers to buildings in which they

taught in earlier years.
(1983)

were

a teacher's

(willing or unwilling)
same)

In general, Reed and Paznokas

found that the two primary determinants

satisfaction

had

response

to

of

job

transfer

and prior experience

(or lack of

in the new subject area to be taught.

They also

concluded:
1.

Regardless

of

experience,

if

a

a transfer,

teacher

responds

willingly to

then the

teachers

job satisfaction level will tend to

be high following the transfer.
2.

Regardless

of

experience,

if

a

teacher

responds unwillingly to a transfer,

then the

teacher's job satisfaction level will tend to
be low following the transfer.
3.

Regardless
teacher
job

of experience or response,

is transferred,

satisfaction

if

a

then the

teacher's

level will rise

following

the transfer.
4.

Regardless of response,
prior

experience

if a teacher has had

in the position

to

which

he/she is transferred, then the teacher's job

30

satisfaction
following
5.

level

will tend

prior

rise

transfer.

Regardless of response,
no

to

if a teacher has had

experience in a position to

which

he/she is transferred, then the teacher's job
satisfaction

levels

will tend

to

following

transfer and then

rise

the

fall
to

a

level close to the initial level.
6.

If

a

teacher responds willingly and has

prior

experience,

then

the

had

teacher's

job

satisfaction level will tend to be and remain
high.
7.

If a teacher responds unwillingly and has had
prior

experience,

then

the

teacher's

job

satisfaction level will be and remain low.
8.

If

a

teacher responds willingly and has

had prior experience,

State

high,

drop sharply,

level

Michigan
Workshops

contained
in

then the teacher's job

satisfaction level will tend to begin
and then rise to a

(Reed and Paznokos,
The

not

nature.

1983, pp. 27-28)

Department of Education
(1984)

high

for

reassigned

report

of

teachers

few comments that were not entirely negative
Comments

which

implied

at

least

some

31

positive

direction

been kept

always indicated the

informed

of

teacher

possible transfers.

had

None of

the teachers reported any opportunity to participate in
the reassignment decision.
their

status,

They were concerned

credibility,

creativity,

about

acceptance

by new colleagues and competence.
The

literature confirmed the emotional

of many reassigned teachers.
professional
These

demands

studies

teachers

were

Coping with personal and

was obviously a

however

did

central

issue.

not describe how

able to survive.

The intent

study was to partially correct that void by
how

reactions

these

of

this

describing

four teachers managed to cope with the process

of

reassignment and the demands of the new position.

Professional Goals of Teachers
Job satisfaction is important for teachers.

Many

are happy with a career which permits them to remain as
a classroom teacher.

Professional advancement does not

necessarily include becoming an administrator.

It may

be involvement in professional organizations, community
affairs,
programs

extra

curricular

activities,

and leadership positions within the

and district.

The literature

teachers

not as

were

innovative
building

implied that reassigned

professionally

involved

after

32

reassignment.
would

be

Therefore,
important

involuntary
teachers.

to

this

researcher decided it

determine the

of

reassignment on the professional goals
The research question was,

involuntarily
assignment

effect

reassigned

affect

to

a

the future

less

of

"How does being
than

preferred

professional

goals

of

teachers?"
Campbell

(1982)

surveyed

transferred

teachers

within a district and found that two feelings surfaced:
(1)
but

bitterness,
by

not caused by the changes themselves,

having to make those changes;

caused

(2)

fear,

by the feeling that the teachers would have

make changes they could not handle.
that

and

in

Reed

(1983) found

order to regain some control teachers

variety of things.

did

a

These activities included having to

recertify

themselves

apply

positions

for

to

in

different

elsewhere,

subject

retrain

in

areas,
another

field, or leave the profession.
Reassigned

teachers

their attitudes;

remember

transferring

and
to

(1)

re-evaluate

(3) make friends of the faculty; and

they

Administrators

to:

(2) admit that teachers can be helped

by other teachers;
(4)

need

are

experienced

teachers
another

must

grade

"rookies."

recognize
level/subject

that
is

33

difficult.

A teacher's unique skill is based on

different experiences

many

(Scherer, 1983) .

Beginning in a new school even with the reputation
as

a

successful

transfer

from

teacher is not

classroom

to

plan,

communicate
children.

control
with

a

Scherer

(1983)

skills

Experienced

the ability to write a

classroom,

parents,

Many

classroom.

teachers' repertoire includes:
lesson

easy.

solve

organize,
pointed out

and

problems,
talk

that

with

veteran

teachers who find themselves going through reassignment
and

transfers should remember that although things may

seem confusing,

they are experienced teachers and

not

novices.
Though
reassigned

limited,
teachers

the

specific

behavior
These

in

illustrated

data

provided

actual

to

teacher

future

professional

goals.

specific

information

which
in

continuing or increasing professional involvement.

The

teachers

lack

other

of time was a key problem

reassigned

that

that

This study was designed

descriptive of

relation to

data

supported

have less involvement with

phases of the profession.
obtain

literature

position required so much preparation
were

pressured

to decrease

other phases of the profession.

involvement

that
in

34

Adjustment to Completing
Teaching Tasks
The key responsibility for a teacher is
the instruction needed by the pupils.
research

issue

involuntarily
The

of

this

study

providing

It was a central

to

describe

how

reassigned teachers performed this task.

guiding

research

adjustments

which

reassigned

teachers

question

are

was,

necessary
to

"What

for

are

the

involuntarily

successfully

complete

the

instructional tasks in a new assignment?"
Investigation

of the teaching tasks was organized

based on the work by Hatfield
Hatfield

(1982).

The proposal

(1982) categorized seven perspectives of

responsiblity called functions of teaching.
general
tasks

functions,
was

a

described.

functions

were

identify

the

used

of

provide

construct

practice.

a

the

These

as

responsibilities

teaching

tasks

to

and

captions
of

relate

as

to

theory

to

The seven major functions include:

1.

Formulate curriculum content and goals

2.

Provide

for

the

educational

needs

individual students
3.

to

teaching.

teacher were identified so
in which

job

From these
of

teaching

in this study

major

Activities

more specific set

by

Develop and manage instructional programs

of

35

4.

Develop and execute teaching-learning process

5.

Assess and report student learning and growth

6.

Contribute

to

instructional

activities

and

operations
7.

Participate

in

professional

and

scholarly

inquiry and development
Successful
majority

of

anxiety.
create

teachers

the

are

teaching

able

tasks

without

the

continuing

implement appropriate curriculum

competent in subject content.
that

adequate

the

teacher's

teacher's

and

Aspy and Roebuck
perceptions

translated into higher

Inevitably,
were

perform

They are able to motivate and manage pupils,
and

found

to

student

of

are

(1980)

self

as

achievement.

weaknesses in given disciplines

passed along to their

students.

Whether

these

weaknesses stem from the preservice preparation or from
teacher's
ability,

individual
the

effectively
mastered

differences

in

preference

and

fact remained that teachers cannot teach
and

enthusiastically what they

have

not

(Gough, 1982).

The teachers attending the Michigan Department
Education
problems
reassigned.

Workshops
with
They

(1982;

teaching

1984)

reported

task

adjustment

believed at least a full

of

various

year

when
was

36

required

for

needed

more

social

and

a

transition to

be

content information,
emotional

materials.

These

needs of

completed.
help

They

understanding

pupils

and

locating

teachers reported very little

help

was provided with the transition.
The search for data from involuntarily
teachers
study.

relative
The

before

to teaching tasks is a new area

data

description

reassigned

from this study

provided

specific

of their views relative to teaching

and after reassignment.

Other

of

tasks

literature

of

this type has not been published.

Inservice for Involuntarily
Reassigned Teachers
Inservice
is

important

constant

and continued professional
for every profession.

renewal

reassigned

for

teachers.

teachers,

inservice

development

It is a
For

could be the

should be the key to void or decrease any

primary
position.
negative

consequences of adjustment in teaching positions.
literature
although

identified

adequately
related

reviewed

studied

demonstrated that it is an
as a need,
or

which

developed.

of

involuntarily

means to help them prepare for an unfamiliar
It

way

has
There

The
area,

not
were

research questions which guided this study

been
two
in

37

the

area

of inservice.

training

or

They were,

education

is

"What

provided

inservice

involuntarily

reassigned teachers?" and "What inservice

training

or

education is needed before a new assignment?”
A valuable study providing key influence for
researcher was completed by Potter
considered in

the study were:

(1981) .

this

The factors

(1) the variables that

can

influence teachers' attitudes toward reassignment;

(2)

the

more

variables that permit/assist teachers

concerned about the task of teaching

themselves;
reassigned

and

(3)

the

teachers

effects of a

on the

concerns about teaching.

teachers'

The data were

to

than

be

about

workshop

for

attitudes

and

collected from

reassigned Michigan teachers during a two day workshop.
A questionnaire administered before the workshops began
and

at the end of the second day revealed

findings

concerning

the

attitudes

four

of

major

reassigned

teachers.
1.

Reassigned teachers' general attitudes
reassignments
direction
workshop.

were

through
The

toward

influenced in a

positive

a

teachers

reassigned

finding

was

statistically

significant at the .001 level.
2.

Teachers

who felt they were unprepared for

a

grade level change had more negative attitudes

38

toward

reassignment and were

more

concerned

about themselves as teachers than teachers who
felt

better

prepared.

These findings

were

significant at the .05 level and beyond.
3.

Teachers

who

reassignments
more
This

were

informed

of

their

in a more personal manner had a

positive attitude toward
conclusion

was

found

reassignments.
statistically

significant at the .05 level.
4.

Previously
negative
those

reassigned
attitude

teachers

toward

had

a

more

reassignment

than

who were reassigned for the first time.

This finding was statistically significant
the .05 level.
Potter's
demonstrated

(Potter, 1981, pp. 100-101)

workshop
that

even

for

reassigned

minimum

teachers

inservice

aimed

helping involuntarily reassigned teachers would have
positive

influence.

Unfortunately,

no

also

no

evidence

the

teachers

at
a

additional

follow-up of those teachers has been completed.
is

at

There

received

any

continuing inservice for subject content, techniques of
teaching or assistance in personal adjustment.
Minimal assistance
teachers.

was appreciated by reassigned

Those attending the Michigan Department

of

39

Education
(1981)

Workshops
workshops

(1982)

received

as

well as

assistance

minimal activities provided.

through

curriculum

the

The teachers reported

need for inservice at the district level.
content,

Potter's

procedures,

a

They needed

building

policies,

materials and information about the pupils.

Reassigned

teachers

help

reported

colleagues.

a reluctance to ask for

from

They were fearful of being considered

inadequate.

Yet,

could/should

as

they also recognized that colleagues

be one of the best sources for immediate,

building assistance.
Although
involuntarily
literature

research

related

reassigned

to

teachers

inservice
was

for

limited,

available confirmed the need for

the

inservice

and that positive results were possible.

The two-part

inservice

designed

provide

question
specific

of

this

evidence

study

was

of what

is

provided

to
and

identify inservice needs.

A Literature Updata
When

this study was designed and data

completed
the

during 1983-84,

collection

the materials discussed

in

previous sections were the only related literature

available.
however,

During
a

study

the data analysis phase
was

published

that

was

in

1984,

a

close

40

prototype
study

for

this

investigation.

Defino's

(1984)

presented two case studies of teachers who

reassigned

in mid-year while they were participants in

a larger study undertaken by Griffin,
Edwards,

were

Defino

and

Hukill

Barnes,

(1983).

Teacher

requested the change while Teacher A was
reassigned.

Their

O'Neil,

reassignment

B

had

involuntarily
presented

an

opportunity for investigation into how such changes are
perceived
Thus,

as

they

attitudes

their
were

toward

lives and careers
interviewed

in

were

regard

the change and they

To ascertain performance,

observed

the

Instrument

(BTOI)

Barnes

to

provided

report journals.
using

altered.

Teacher

to determine evidence

their
self-

they were
Observation

of

effective

teaching behaviors.
The

subjects were two females in their 30's

equivalent
income,

degrees.

ethnic

reassigned
in

a

gifted
school.

Teacher A was then

small

involuntarily

to a bilingual class at a lower grade level

similar

reassigned

They began the year teaching low

minority children in relatively

elementary schools.

with

school.

Teacher

(at her request)

class,

in

B

was

to a higher

voluntarily
grade

a predominantly upper-middle

level,
class

Both teachers reported they were confident of

their teaching abilities in the varying subjects.

The

41

students
for

behavior expected and the

their

students

educational

were also similar.

Of

goals

the

ten

teacher effectiveness factors of the BTOI, the teachers
differed

from

"academic
rules,"

and

the

overall

"holding students responsible

for

On each of these indices Teacher B

sample

Teacher

mean.

Observation

B's

was "high

focused
while

showed
below

indicated

from

Teacher A's remarks

herself and managing the

teaching

tasks,

B's comments centered around concerns about

students
major

and

their academic performance.

difference

effect

they

noted

one

Comments which emerged

journals indicated that
on

and

lethargic"

energy— moving

activity to another with ease."
the

and

in

their

fell

comments

A's classroom was "slow paced

Teacher

from

mean

"classroom organization

higher rate of behavior and Teacher A

the

and

other and

presentation,"

behavior."
the

each

in journal

The

entries

expressed toward their

new

her
other

was

the

assignments.

Teacher A was "upset, depressed and discouraged," while
Teacher

B

challenges
she

seemed

to welcome

the

opportunities

offered by the new assignment

wondered

whether

she could cope

even

and

though

adequately

and

thought she might miss her old friends.
In

conclusion,

Defino found that the

less effective performance and more negative

measurably
attitudes

42

and

more

self-centered

concerns of

Teacher

A

were

typical of involuntarily reassigned teachers.
Teacher

A

is

perhaps more typical

of

teachers

experiencing "top-down" organizational changes,
fact

she did not request the change

assignments.
as

in

in

classroom

Consistent with concerns theory, and

a less experienced professional whose expressed

concerns

were focused more upon herself

students,
the

she

content

than

her

did not seem to interact much
provided

through

staff

with

development

(either by reacting verbally in her journal,

or by

changing teaching behaviors in a manner

consistent

with

the

the

intervention

conducted with

staff

developer).
In contrast,
career

teachers

Teacher B may be more typical of
who

initiate

changes.

Again

consistent with concerns theory, she had sufficient
experience
out changes.
better
staff
the

to

be developmentally "ready" to

seek

Therefore, she was in a theoretically

position

to

profit

development activities,

from

as well as to

transition to her chosen new

minimal self-concern.

"well-executed"

assignment

(Defino, 1983, pp. 47-48)

make
with

43

Although
subjects,

the

this

implications

Defino

study

researcher

for

involved

concluded

that

two

it

had

the importance of teacher choice

the assumption of a new classroom assignment.
the

only

Many

techniques used in Defino's Texas study were

used in this study.

in
of

also

The results of that study provided

a valuable comparative base for this study.

Summary
This

chapter

literature

described

the

limited

available

which assisted in describing this study and

defining

the

research

research

related

questions.

The

fact

to involuntary reassignment

was

that
so

limited demonstrated a need for this study.
Descriptions
design

for

data

of

the

case study

collection,

subjects,

procedure

for

the
the

validation of case study findings and the data analysis
process will be discussed in Chapter Three.

CHAPTER THREE
METHODOLOGY
Introduction

This

chapter

study,

including

population,
the

will
the

the

research

design

of

questions,

the
the

design and process of the data collection,

procedures

studies

include

to

findings

demonstrate validity of

the

and the process of analysis

of

case
the

data.

Research Questions
In

conducting

investigated

(1)

this

study

Attitude;

How

the
do

researcher
involuntarily

reassigned teachers cope with both the process of being
reassigned

and

the demands of a less

teaching assignment?
being

than

desirable

(2) Professional G o a l s ;

reassigned to a less than

preferred

How does

assignment

affect the future professional goals of teachers?

(3)

Teaching Tasks;

are

necessary

for

What

are

the adjustments which

involuntarily reassigned

44

teachers

to

45

successfully complete the instructional tasks in a

new

assignment?

(4) Inservice:

What inservice training or

education

is

involuntarily

teachers?

provided

reassigned

What inservice or education is needed before

assuming a new assignment?
These questions evolved from both a review of
related
study

literature and an earlier investigative
completed

processes

revealed

teachers

have

problems.

The

selected
data.

by

as
The

the researcher.
that

unique

involuntarily
personal

and

pilot

of

these

reassigned
professional

four areas for research questions were

a means to guide the

collection

of

the

researcher developed appropriate interview

guides to examine teacher attitudes,
with stress,

Both

the

professional goals,

process of coping

implications related

to teaching tasks and and the continuing inservice

and

professional development needs.

Case Study Participants
Study
meeting

participants

were

initially

with the director of personnel

school district.

for

secured

by

Brookside

The researcher discussed her interest

in conducting a study using four teachers.

Permission

was

that

granted

but

with

the

stipulation

the

46

participating

teachers

director of personnel.
"I

would

be

selected

by

the

The reason for the action was:

am suggesting these four people because

they

have

very positive attitudes about the reassignments.

There

are others, but I would not like to have their problems
compounded

by

participating

in

a

lengthy

study"

(8/21/83 Field N o t e s ) .
Three of the nominees were contacted via telephone
by

the

researcher and invited to participate

study.

They

readily

accepted

interview date was arranged.

and

an

in

the

individual

The fourth person did not

return any of the researcher's personal telephone calls
and was dropped from further consideration.
During
district

the initial weeks of the study,

successfully

passed a

resulted in program changes.
participants

was

tax

Brookside

increase,

which

One of the original three

returned to a previous

position

that the researcher dropped further collection of
from

this

person.

The other two Brookside

continued as part of the study.
to

increase

the

so
data

teachers

The researcher decided

number of case studies

to

four

by

adding two teachers from another school district.
The

same

procedure as previously

followed

in

director

of personnel contacted the principals

elementary

the

school

Monticello

school

described

and a junior

high

was

district.

school.

The
of

an

These

47

principals

provided the name

candidates

consented to be participants and dates

individual

of one

pre-observations

teacher.

and

Both

interviews

for
were

arranged.
A
was
case

survey of 30 involuntarily reassigned

completed

to validate the findings from the

studies.

contacting

teachers

These

the

respondents

presidents

of

were

four

obtained

local

education

associations from the surrounding four county area
Appendix C ) .
addresses

by

(See

The local presidents supplied the names,

and

telephone

numbers

of

involuntarily

reassigned teachers from the previous two years.
Design for Data Collection
This study was conducted in two phases:
consisted

of interviews,

from

four case study

the

phase

completed

questionnaire

to

observations,

and

participants.

through

the first

The

second

a

survey

administering

30 additional

journals

involuntary

assigned

teachers.
The

objectives for the case study portion of

the

study were to obtain:
1.

Information

about

experiences

of

involuntarily

reassigned teachers which

have

positively

or

the

negatively

transition to a new assignment.

affected

the

48

2.

The

self-perceptions

reassigned
goals

of

involuntarily

teachers about their

before,

professional

during and after six months in

the new assignment.
3.

Self-perceptions
teachers
and

of involuntarily

reassigned

of the differences in the

tasks

of

teaching

in

the

functions
involuntary

assignment.
4.

Data

about

the

inservice

needs

of

involuntarily reassigned teacher.

The
major

pre-interview guides consisted of thirty-four

questions.

Most were open-ended

provide maximum freedom of response.
were

used when necessary.

are found in Appendix

questions

to

Additional probes

The three interview guides

E.

The objectives of the observations were:
1.

To determine how the involuntarily

reassigned

teachers developed and organized instructional
systems.
2.

To

gain

descriptive

data

on

how

involuntarily reassigned teacher executed

the
the

teaching-learning process.
3.

To

gain

reassigned

insight

on

teachers

managed

their new assignments.

how

involuntarily
classrooms

in

49

The

observation

system

guide

utilized

during

observation is found in Appendix F.
The case study participants were asked to maintain
journals.
to

The

determine

determine

guidelines for the journals

the

concerns

which

were:

(1)

(2)

to

perceived

as

occurred,

what sources/ resources were

most helpful in resolving their concerns.
The
the

survey questionnaire was developed by

categories of

Hatfield (1982).
both

formal

journal

and

notes

Teachers

Functions

The field notes

from

informal interview
were

charted

and

Tasks

transcripts

under

each

of

These

participants
involvement

were

and
the

The charting

provided specific activities as items for

survey.

by

observations,

appropriate teacher functions and tasks.
process

using

organized so

that

survey

could provide their opinions about
before and after reassignment.

the

their

A copy of

the survey questionnaire is found in Appendix F.
The
demographic
were
in

design

of

the

questionnaire

data from all participants.

Other

designed to provide the frequency of
the various categories of teacher's

included
items

involvement

functions

tasks.
The objectives for the survey were:
(1) to obtain demographical information.

and

50

(2) to

describe their attitudes before and

after

reassignment.
(3) to obtain information about their professional
aspirations and plans.
(4) to

determine

competence

self
in

perceptions

the

about their

teaching

tasks

and

functions.
(5) to determine inservice needs and what
resources

source/

were believed to be most helpful in

resolving their concerns.

The
months

data collection required
(August

1983- May

implementation.
director

of

data

for

complete

was

development

contacted.

The

began after two

survey

months

of

collection with continual revision until the case

study

data

mailing
were

1984)

nine

This process began when the Brookside

personnel

questionnaire

approximately

of

collection ended in March

the survey questionnaire and

completed

section

of

by

early

May

1984.

will describe the process and

1984.
the

The

The

returns
following

procedures

for

the collection of data.
Data Collection Procedures
Data

collection included in-service

by the researcher,

interviews,

observations

journals from the case

51

study

participants and the survey of 30

involuntarily

reassigned teachers from other school districts.
This
teacher

study
spaced

required
over

nine observations of

three

to eight months.

each
During

each observation the teacher and pupils were engaged in
the study of mathematics,

science,

social studies

or

reading.

The observer audio-recorded every observation

as

as recorded all verbal and observable

well

verbal

data.
Interviews
meaning.
is

a

to

provide

context and or

Asking the teacher what he is doing and why,

necessary corrective

imputation

and

ethnographic
it

were used

means

for

inferences

unwarranted

by

the

observer

researcher.

An

researcher needs the subject to tell what

to

be a professional on

a

career

course,

working in an institution, with a philosophy underlying
his

operations

Interviewing

is

(Shatzman
a

logical

and
way

Strauss,
of

collecting

because it is a comfortable form of social
It

1973) .
data

engagement.

allows the researcher to gather descriptive data in

the subjects' own words so as to develop insights about
the

subjects'

Bilken,

interpretation of

events

(Bogden

and

1982). Pre- and post-reflective type interviews

were used to gather information describing feelings and
attitudes.

Journal-type

interviews

were

useful

to

52

secure

additional

involuntarily

reflective

thinking

reassigned teachers.

from

These

the

interviews

were conducted to coincide with an in-class observation
and

were

notes.
case

designed to supplement any

study

provided

participants
teachers.

and

Case

thirty

study

involuntarily

participants

the questionnaire during the

complete and mail to the

participants
stamped,

were

post-interviews

researcher.

The

survey

received the questionnaire by mail with a

self-addressed envelope for mail returns

Appendix F ) .
was

journal

The survey questionnaire was used with both the

reassigned

to

written

(See

Additional mail and/or telephone contact

made to secure a complete return from

all

survey

participants.
The

first

September

and

teacher interviews were held in
continued every

approximately seven months.
provided
for

the

questionnaires
that

(Appendix H ) .

researcher

request

Participants

would

the following month.

additional

for

Each study participant was

collect

were
the

It was explained

the journals would be used by the

obtain
the

thereafter

a packet of materials explaining the

their assistance

informed

month

early

researcher

to

reflective thinking on the part

of

involuntarily reassigned

teacher's

interactions,

feelings and problems that occurred in the classroom.

53

In

November,

teachers
Two

the

causing

Brookside district

the loss of one

additional participants from

were secured.
followed.

a

These

observations/interviews

and

three months

for

occurring

two
the

study

Brookside
two

from

The researcher was able to receive four to

audio-taped

participant

varying

minutes.
utilizing

district

procedures provided four case

with

participants

eight

Monticello

period of seven months for the

Monticello.

participant.

The same process of collecting data was

participants
over

study

reassigned

The
the

interviews
in

formal

from

each

study

length from thirty

to

interviews

conducted

were

interview guides found in

forty

Appendix

D.

Nine classroom observations were made in each classroom
for a total of thirty-six observations.
Thirty surveys were mailed with a cover letter and
a

stamped,

the
date
May

survey.

self-addressed envelope for the return
Twelve returns were received by the

of
due

and the remaining eighteen were received in early
after

subsequent personal calls

to

express

the

urgency for the survey return.
The data collection process has provided extensive
data from the four case study participants.
continuously

charted,

using

the

teacher

These were
task

and

54

functions

as

an

provided

with

organizing
seeking

basis.-

additional

This

process

information

in

subsequent interviews and for the survey questionnaire.
The

survey

questionnaire was the means by

case study

findings were validated.

which

the

This process

is

described in the following section.

Validation of Case Study Findings
The methods to produce validity in this study were
adapted

and

sociologists

compiled
McCall,

from

(1969),

work
Denzin,

completed

by

(1970), Becker,

et a l . , (1961) .
Internal Validity:
1.

The

triangulation

journals
period

and

by methods of

interviews

of time.

observation

conducted

over

Controls for subject

a

bias

and reactive effects of observation.
2.

The
to

proportion of useable observational
useable

contamination

interview
of

data,

data.
and

data

Controls

for

credibility

of

informants.
3.

The

collection

participants'
demographic data

of
and

both
survey

case

study

respondents'

controls for history.

55

4.

The

recording

researcher
Controls

of methodological

behavior
for

to

notes

empathetic

from

behavior

observer changes and in subject

maturation.
5.

The collection of field notes, descriptions of
situations

(contexts), journals and interviews

Controls

for

behavior

and

meaning

in

context.
6.

Field
and

notes

(A record of mortality was

reactions

and

comments

made

on

kept
it).

(Appendix F ) .

The

case

study data were used to

survey questionnaire

(Appendix G ) .

from thirty involuntarily
researcher
This

was

process

generalizations
fact,

reassigned

provided

teachers,

to

the

the

case study data.

evidence

drawn from the case

applicable

the

By collecting data

able to validate the
also

formulate

that

studies

profession

when

were,

the
in

similar

involuntary reassignment occurs.

Data Analysis Process
Data
searching
notes

analysis

is the process

and arranging

interview

of

systematically

transcripts, field

and other materials accumulated so as to present

56

to others what has been discovered.
working

with data,

manageable
patterns,

organizing it,

units,

synthesizing

discovering

Bilken,

breaking
it,

it

into

searching

for

what was important and what was

to be learned, and what
(Bogden,

Analysis involved

will

1982) .

be

reported

to

others

The stages of this study are

outlined as follows:

Step 1:

The

first

Preliminary Analysis

stage of analysis was

took

in

the

field.

During this stage cases were collected on

the

from

the informants in

Cases

became

Early

descriptive

recorded
1973,

p.

while the researcher was

and

chiefly

phenomenon

place

continuous

classes

and

emerged

propositions

as theoretical notes
110).

diverse
into

were

forth

analysis,

the

data

(Glaser and Strauss,

reworking

and

Strauss,

stage

By working back

collection of

can then be said to

data
be

and

the

grounded

1967).

2.
This

formulated

The new theoretical propositions were

between
the

categories.

(Schatzman and

then tested and verified in the field.
and

contexts.

Secondary Analysis
involved

two

steps.

First

of theoretical propositions in the light

the
of

57

the

data

and

data controls of the

participants.

Second,

four

case

study

the formulation of theoretical

links of the responses of the thirty survey respondents
so

that

the data could be

validated.

These

stages

permitted the researcher to develop generalizations.

3.
The
produce

Generalizations from Data

final
theory

propositions.
both

the

stage of analysis was

an

attempt

from

of

theoretical

an

integration

to

This stage included the organization of

descriptive

and

explanatory

data.

In

preparing both the descriptive and explanatory data, it
was

necessary

to develop a coding system to

organize

data.
Two

charts

were

designed for

analyzing and cross checking data

the

purpose

of

(See Appendix F ) .

In

the first chart, there were several major divisions and
several

sub-headings which were designed as guides

classroom

observations

participants.

of

the

four

case

in

study

The major divisons were:

1.

develop and manage instructional programs

2.

functions

of

the

teaching-learning

process
3.

professional activity and inquiry

58

Sub-headings under the major divisions included:
1.

curriculum

contents and goals— a

description

of the objectives of the lessons being

taught

at the times observed;
2.

units— a

description

of

what

was

actually

being taught at the times observed;
3.

strategies— a

description of the methods used

in teaching at the times observed;
4.

activities— a description
teacher/student

of

the

participation

kinds

being

of

carried

out at the times observed;
5.

materials— a

description

materials being

of

the

types

used in the teaching

of

process

at the times observed;
6.

environment— a
the

various

teachers
and

description and background
classrooms,

which included

personal interactions and

of
the

attitudes

the teachers expectations of the

student

at the times observed;
7.

episodes— a
introduced

description

of how

and/or presented

the

the

teacher

anticipated

lessons at times observed;
8.

interactions— a

description

of the

interactions with the students which

specific
involved

59

questions and explanations and their frequency
at the times observed;
9.

discipline— a
handled

description of how the

discipline

teacher

in the classroom

at

the

times observed.
Thirty-four
interviewing
collected

(See
from

guiding

questions

Appendix
the

E).

many

were

The

used

units

interviews

for

of

data

usually

were

recorded in paragraphs in the field notes and interview
transcripts. Data were then assigned coding categories.
These

were modified

changed
those

with new

appropriately.

The

categories

codes were derived

topics the reseracher found to be

as well as the topics

the

created

research

or
from

substantiated

was

designed

to

explore.
The
followed
were
which
from

second

chart

used

in

the

a sorting and categorizing

data
approach.

several major divisions and several
were

frequency

survey
of

participants

and journal notes
chart

responses

was used

(See
for

data

Appendix

I).

tabulating

the

of both the four

and the thirty survey

There

sub-headings

designated as guides in handling the

interviews
The

analysis

case

respondents.

study
The

responses of both groups indicated their involvement in
the

teaching

functions

and tasks

before

and

after

60

reassignment.

The complete survey tabulation is found

in Appendix J.
The

data

have been compiled from

field notes, transcriptions

from

324

pages

twenty-four

of

formal

interviews, guidebooks and some journal entries.

Notes

were taken from participants lesson plans.

Summary
The

data were collected from

August 1983 through

May 1984. Responses

from

the

Survey of Involuntarily

Reassigned Teachers

were

collected during

April

and

was

not

early May 1984.
This

study,

designed

to

descriptive

be

hypothesis

unquestionable conclusions.
provide

descriptive

in

nature,

testing

or

produce

Rather, the intent, was to

data

from

which

baseline

information could be developed and further researched.
The development of the data analysis process was a
continuous

process occurring simultaneously with

collection.

Thus, both processes were providing input

to the development of each.
the

collection

researcher

data

to

and

The evolutionary nature of

analysis

process

permitted

continue to adjust the study so

as

the
to

keep the study focused on the four research areas.
Chapter
and analyzed.

Four will describe the data as

collected

CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This

ethnographic

observations,

research

project

employed

formal and informal interviews,

journal

entries and a survey questionnaire to collect data from
four

involuntarily reassigned

were

then

administered

validated
to

by

teachers.

These

data

a survey questionnaire

30 involuntarily reassigned

located in the same geographic
In this Chapter, the data

teachers

area. .
from the four case

study

subjects are presented and then summarized relative

to

the

four research questions.

Patterns emerging

from

the

relationships between the involvement of the

four

case

study subjects before and after reassignment

discussed.
the
as

The questionnaire survey data provided both

demographic descriptions of the thirty respondents
well as their involvement in teaching

survey
the

are

respondents data are summarized as

four case study subjects.

tasks.

The

related

The following captions

provide the organizational structure for the chapter.

61

to

62

Description of the setting
Case Study Subjects

(See Appendix L)

Subject A - Alice Adams
Subject B - Bob Matheson
Subject C - Carl Withers
Subject D - Donna McLoy
Description of Data
Research Questions Summary
Validation Survey
Chapter Summary

Description of the Settings
The Brookside school district, from which two case
study subjects were selected,
in

a

small city located in the central

state.
and

It
is

approximately
areas.

population

of

industrial

city

in

population
than

synagogue,
financed

halfway
The

95,000

fishing streams.

more

district

part

of

the

is 60 miles southwest of the state capital

metropolitan

of

is a surburban

two

geographic

living

in

or

area
near

an area of many small

large
has

a

from 1980 to 1983.

community

business

various

lakes

The

and
loss

The community
denominations,

college and

college.

a

highly

It experienced a three percent

100 churches of
one

between

one

area

has
a

privately
is

heavily

63

populated

with both white and blue collar workers from

the city's main industries.
The
927

enrollment of the Brookside High

students in grades 10-11-12 from White,

Asian

and

Black

Caucasian.

families,

There

with

about

Brookside

from

previous junior highs because

two

Junior High School,

enrollment and financial constraint,
467

students

Elementary
300

with

24

staff

98

percent
the

High

consolidated
of

declining

had an enrollment
members.

school had an enrollment

students,

was

Hispanic,

were 52 staff members in

School.

of

School

of

Milwood

approximately

with a staff of 23 teachers.

Many

of

these teachers had taught in Milwood school during most
of their careers.
The

primary

participants

in

this

study

from

- Reassigned to Brookside Junior

High

Brookside were:
A.

Alice
School

English

from

Milwood

Elementary

principalship.
B.

Bob

-

Reassigned to third grade in

Elementary

school

from Trevor

School Social Studies.
changed

again

to

Milwood

Junior

In November,

a fifth

grade

High
he was

level

at

Jennison Elementary school.
Monticello,

another

surburban community adjecent

to Brookside, has a population of approximately 15,000.

64

Although

small,

schools

and being a good

of

it

has a reputation of having

place to live. The majority

churches are characterized as being

in theology.

good

fundamentalist

Religion and being a good Christian

are

recognized as very important things in the lives of the
people.
percent

The

residents are 92.2 percent white and 6.3

non-white.

The

labor force is employed

in

various white and blue collar occupational areas.
Two case study subjects from Monticello were added
to

the study in December because Brookside

increase
in

in taxes which permitted

was

dropped

entirely.

an

restoration/changes

programs and teaching assignments.

subject

passed

One

Brookside

Another

Brookside

participant, Bob, was transferred from a third grade to
a fifth grade assignment.
was

decided

extend

to add two subjects from

data collection until March

had one high school,
elementary

schools.

approximately
comparable
Junior

High

with

had

2,300.

in student

approximately
School

Because of these changes,
Monticello

1983.

and

Monticello

one junior high school and

three

The total school population
Monticello
body

and Brookside

composition.

Crescent

Village

Due to the

were

of

Elementary

a student enrollment of approximately

a staff of 18 teachers.

was

Monticello

School had a total student enrollment
370.

it

closing

275
of

65

other schools and the shuffling of teachers,
was

quite

diverse

in

teaching credentials.

its years

of

the staff

experience

The participants in this

and
study

from Monticello were:
C.

Carl

- Crescent

fourth

grade

Village

from

Elementary

Monticello

School

Junior

High

School History and athletic director.
D.

Donna - Monticello Junior High School Reading
and

Mathematics from Monticello High

School

Art.

Case Study Subjects
The

names

fictitious.

of

the four case study

subjects

are

Their assignments, experiences, attitudes

and

comments come directly from their own reports

the

researcher's

observations of

their

and

performance.

The following are descriptions of each subject.
Subject A:

Alice Adams,

veteran of 17 years.
in

the

elementary

was a teaching

Her teaching experience has been
grades

assuming

the

principalship

school.

Due

to

declining

age 45,

for
at

twelve
the

the districts fiscal

years

same

before

elementary

problems,

student enrollment and her short

tenure

the
in

administration, Alice had to leave the principalship to

66

be

involuntarily

the

newly

teacher

reassigned as an English teacher

consolidated

junior

high

school.

was interviewed and observed during

in
This

a

period

beginning in September 1983 and extending through March
1984.
Subject B:

Bob Matheson was in his mid-thirties.

He was assigned from junior high school social
to

a

third

grade teaching position for a

three months.
elementary
in

studies

period

He was then transferred to a fifth grade

assignment after a tax proposal had

Brookside

considered

of

district.

The

second

passed

assignment

more favorable but was also an

assignment from his preferred position.

involuntary
He had taught

in

this school district for eleven and one-half

in

four

different buildings and

at

was

three

years

different

grade levels.

His experience included the junior high

school

the

level,

intermediate level.
minor

in

school

early

elementary

Bob's B.A.

administration.

He

and

the

was in history with a

elementary education and an M.A.

elementary school principal.
observed

level

would

like

degree
to

be

in
an

Bob was interviewed and

during a period beginning in

September

1983

and extending through March 1984.
Subject
married

and

C:
the

Carl

Withers was 37 years

father

of

three

sons.

of
He

age,
had

67

previously
studies

been

the

teacher

athletic

director

and

at the junior high school for

years before he was reassigned to a fourth
had

elementary,

certification.

secondary,

and

twelve

grade.-

special

He

education

He described his background in working

with the elementary age group as
to

social

a few courses.

adequate

but limited

He said he never wanted to

teach

the elementary level and it had been ten years since he
had

taken courses related to this grade

level.

Carl

was

observed

period

which

and

interviewed during a

extended from January through April 1984.
Subject

D:

Donna McLoy had been reassigned from

high school art to junior high school math and reading.
She

had bachelors and masters degrees in art

English minor.

with

Donna had taught art at the senior high

school for 14 of her 15 years teaching experience.
teacher

an

was observed and interviewed during

a

The

period

which extended from January through April 1984.

Description of Data
This section reports the data obtained through the
observations,
the

four

interviews and use of questionnaires with

case

continuously

study

subjects.

These

data

were

reviewed from the beginning to evolve the

68

study
was

questions and processes.
concluded

with

the

The analysis

development

of

process

a

survey

questionnaire used to validate the information from the
case

study

subjects.

The

data

are

reported

narrative form for each subject with the four

in

research

questionbs categories used as guiding organizers.

Case Study A —

Alice

Attitude;
reassignment
was

it

was

obvious

would occur in Brookside in

that

at the high school.

position

experience.

Alice

athletic

She was considered

because of K-12 certification

administrative

her

1982,

initially considered for the position as

director
this

When

She

had

and

for
her

also

coached

swimming for several years at the high school.

It was

not necessary for her to take this position because the
English assignment,
available.
attitude

She
toward

for which she was certified, became

described

her reaction

reassignment to

junior

and

initial

high

school

There was so much controversy trying to get

people

English this way.

placed and having to lay off because of the millage
failure....
administration,

I

have

close

contact

with

so I was not at all shocked.

the
There

was not a lot of anxiety because I knew, because of

69

the

language of the contract,

placed

in

either

certification.

that teachers

their major or

minor

I knew (the change)

so I accepted it.

were

area

of

had to be made

I felt I could do a good job.

I

wasn't about to come into this doubting my ability.
(9/6/83 Formal Interview)
Alice was a cheerful and very pleasant
who

obviously

was

quite

possessed

positive

in

interpersonal
making

the

individual

skills.
transition

classroom

teaching

problems.

She related her experience this way:

"District-wise"
the

but indicated it was

not

adjustment because the administration

me

to have contact with upper elementary

in

the

career

education.

of

in-service

...since

things

have

make

allowed
teachers

programs

the first quarter

have had a pretty good handle on things,
think

to

without

it has not been difficult to

development

She

improved.

(1/31/84

but I

and
I
do

Informal

Interview)
Her skills in forming interpersonal
carried over into her new assignment.
her peer relations Alice responded:

relationships

When asked about

70

I have a very good relationship with my
even
be

peers.

I

find those persons who have been laid off

to

very helpful.

...

they try to be helpful

"set" program in

English

but

without

a

....

three

teachers

are using three different books, so

when I

ask for help I get three different answers,
have to sort through.
someone

to lead

me

then I

It would be easier if I had
by

the

hand....

(11/2/83

Informal Interview).
Having

respect

for the administration

was

also

assignment.

She

important

to Alice in accepting her

described

her relationship with the junior high school

administrator like this:
principal
appreciation

to

be

"Excellent!

very

supportive

for his directness."

I have found my
and

I

have

an

(11/2/83

Informal

had both positive and

negative

Interview).
Being

reassigned

effects on Alice.

In describing

her negative feeling

she stated:
I

have felt stress more when trying to juggle

the

objectives for the students and having to use three
different texts in three different classrooms
Informal Interview).

(2/24

71

...not
should
like

having a

uniform

curriculum.

There

be more consistency which would help people
me.

Uniformity

or

conformity

departments or grade levels would
to reassigned teachers

be very

within
helpful

(2/24 Formal Interview).

Alice did not want to criticize the administration
because of the reassignment process.
to

leave

administration and return to the

especially in junior high school.
be

sure

She was not happy

Yet,

classroom,

she wanted to

the researcher understood that she

was

competent for the assignment and accepted the

very

transfer

as a necessary part of solving the financial crisis for
the district.
Professional G o a l s :
that

she

She

would return to an administration

recognized

promising
remain

Alice continued to anticipate

that

immediate

in Brookside.

were

Her seniority and desire

in the community were factors which caused

not to look for other positions.
hope

prospects

position.

for

a

not
to
her

She continued to

return to administration in

her

career.

Alice stated:
I

plan to continue teaching and hoping that I

soon

get

back

Informal Interview)

into

administration

can

(10/13/83

72

I have always enjoyed teaching and have accepted
teaching

as

a career,

administrative role.
I

but I

more

preferred

my

I will remain in teaching but

have found outside interests that occupy a great

deal

of my thoughts and time when I leave

school.

(2/24/84 Formal Interview)
She
after

had found appeal in the
twelve

years

in

the

administrative
classroom

role

and

her

reassignment to the classroom was not a positive change
for her.
who

She perceived herself as a very good teacher

could

handle

any situation and

did

not

become

obsessed with the negative aspects of her reassignment.
Rather,

she found some outside interests that occupied

her thoughts and time outside the classroom.
Teaching Tas k s :
re-entry

Alice faced many adjustments upon

to classroom teaching.

She was not able

secure the textbook of her choice for the classes.

to
The

researcher asked her how she had been able to cope with
the
much

text.

Her response was:

"I have copied

pretty

what one of the teachers has done from twenty-two

years of teaching.

I have modified it a lot as far as

the types of assignments and the types of materials

he

uses— but

the main thing I think is keeping a positive

attitude".

(3/22/84 Formal Interview)

73

Alice
of

the

had the responsibility of
educational

program.

developing

She

curriculum development a negative task.
I

am

did

not

summaries

I
of

matter

statements for each student,

content

written
and

goal

students....

I

keep records of their work that gives me some

indication

of

There

meetings

are

designed

their

development
in

this

and

district

progress.
that

are

for evaluating the instructional programs

and modifying them.

(1/3/84 Informal Interview)

Alice assisted students in developing plans and
skills by self-directed learning.

I

this

this is not required.

The goals are the same for all the
only

in

do not take the time for
subject

find

Alice said:

involved in curriculum development

district....

most

guide

study

She said:

students to be independent in

developing

study skills and I encourage them to follow through
on

their

better
courses

ideas.

at

this another year....

and
In

will

be

developing

I modify the district's course outline

better fit my needs
It

I'm learning now

to

(2/24 Informal Interview)

has taken a lot of time coming in new

and

working from only my early training to organize and

74

use

the instructional

materials.

(2/11

Informal

Interview)
Assessing

students'

levels of skill and knowledge

before instruction was not a practice being carried out
in this district.

Alice said:

...I follow a prescribed list of objectives, but I
do

not

levels
We're

preassess

the

students

of skills and knowledge before instruction.
kinda

tests,
of

have the time to

locked in to teach toward

the

but we are required to assess the

each students'

standardized

and

observations.

I

state

progress

learning and growth through both
teacher-constructed

tests

and

will have the time to go through

that material from the other teachers next year and
be

better

prepared

to

plan

for

the

students.

(3/15/84 Formal Interview)
Alice
assignment.
relying
class.

had

adapted to a completely
This

adjustment

was

new

teaching

accomplished

by

on the available textbook as the guide for the
Her many previous experiences undoubtedly

were

important means of helping her to adapt to the students
and

the subject content.

the

individuality

Alice expressed a belief in

of students.

She related

to

the

75

researcher

in

regard

to

student

motivation

and

discipline:
I

don't

want

motivating
because
the

to

my

think

that

I

have

problems

students or keeping them

on

task,

I realize that all students can't work

same pace.

I have had to work

closely

at
with

other teachers about this and I recognize this is a
problem.

I am more concerned

that those students

are not a disturbance to others.
... I

do have concerns about getting reports in on

time,

and

preparation

takes

up

so

much

time

Alice was a secure professional

who

was confident of

her

the

situation.

maintained a positive attitude toward

(2/24/84 Formal Interview)
Inservice:

She

the assignment.
a

financial

own

ability

to

adapt

Her belief that the district did have

crisis

which would

only

be

solved

reassignment helped her accept the situation.
she

did

find the change of age/grade level

very

perplexing,

know

exactly

about

her

assignment.
expectations

to

especially

what to expect.

could

very

perceptions when she entered into
"I

really

really— I

did

However,

when a teacher does
Alice was

not

have

by

her

be
not

clear
new

any

firm

wanted to see what they

could

76

do,

and I have had enough K-5 experience to know

they were prepared to do,
not

is another thing.

was

quite immature.

they were doing."
She
when
new

was

what

whether they are doing it or
I found that their work

level

I was very disappointed in

what

(2/24/84 Notes)

also not adverse to getting

she found herself

assistance

faced with problems

that

were

to her in working with students at the junior high

level.
... I

have

dependent
new

one

student

who

has

become

on me and I 'm happy that we now

female counselor on the staff.

have

caused discomfort to me,
spot

that

wants

to

in

teachers can be put in by a student

who

get too close.
I

found

that

don't see grade school kids

doing

just

the
of

develop

So I

same

have

way.

So,

it's

this particular child

particular age group.
they

Not that it has
the

characteristic

when

because

but I can appreciate

interesting,
that

a

I'm trying to

wean this student off me to the counselor,
I think that is more appropriate.

very

or

a
this

It is almost like a "crush"
such

(3/15/84 Formal Interview)

a

strong

attachment.

77

Alice had not received inservice to adjust to
new

assignment.

needs
new
to

existed

She did not appear willing to

the

social,

mental maturity of this age group.
indicated

subject

the

Her comments clearly revealed a need

understanding of

textbook

admit

or identify preparation needed for

assignment.
gain

the

physical

Her reliance on the

she was not comfortable

content.

Yet,

and

with

the

she was working positively to

maintain a wholesome, professional approach.
Summary:

Alice

reflected

desire

that

case

rather

than

negative.

the

study subjects
Yet,

she

administrations'

would

be

positive

revealed

in

the

interview that reassignment was extremely difficult for
her

in

implementing

program.

Her

work

an

adequate

textbook

would probably receive

oriented
an

above

average evaluation as she did demonstrate a variety
techniques
Inservice

and
was

a

real

interest

in

her

needed both in subject content

understand the pupils.

Yet in her own way,

of

pupils.
and

to

Alice was

making a transition to being a satisfactory teacher

in

the new position.

Case Study B — Bob
Attitude:
teaching
He

has

Bob

had eleven and one-half years

experience in the Brookside school
taught several different assignments

of

district.
but

his

78

preferred
grade
was

assignment

had been when

he

taught

sixth

science and social studies while the sixth grade
part

of the junior high

reasigned to the third grade.

school.

Bob

had

been

He described how he felt

about teaching third grade this way:
...this

is really different.

you have up or down days.
an average day in third
other.

It seems as though

You never seem to
grade

have

one extreme or the

Frustration seems to mount much faster with

the small fry.
...I
needs

am

(9/10/83 Journal Note)

not used to organizing all the

simple

of third graders and playing the answer

man

(10/13/83 Informal Interview)
Due
was

to three other involuntary reassignments

able to enumerate recurring

problems

Bob

encountered

with the moves:
(1) The

amount

of

responsible for,

paper

work

I

have

been

but other teachers have been

so helpful.
(2) I

never really get to know the

neighborhood.

When one is constantly changing buildings, you
can't say "I had your brother or sister."
of the parents are total strangers.
really

get a chance to know them at

All

You don't
all.

I

79

think

education

has to be

more

than

four

walls trying to get something across. Even the
neighborhoods are different.
(3) There
run,

are differences in the way meetings are
every

meeting.
for

no

place

has a

different

kind

of

It seems that some meetings are held
real reason and I think of them as

a

waste of time.
(4) The physical move itself is a problem.

I got

my materials in the morning and I got the kids
in the afternoon.
He
advance

obviously was not prepared for the

moves

and

each

received no help adjusting to

situation.
result

His

of

a

location.
further

(9/5/84 Formal Interview)

supported

November

again

21,

attitude may

desire to remain within
The

transferred

positive

he

another building.

preceeding
when

the

inference

Bob discovered

effective

in

have

November

was reassigned to a fifth

new

been

a

geographic

seemed
he

in

to

be

would

be

1983.
grade

On
in

Even though Bob had more experience

with students of this age group, he was quite concerned
about
talked

the
with

students he was
Bob

leaving.

soon after he had

possible new assignment.

The
learned

researcher
of

the

His warm smile, his "happy to

80

see

you"

look,

and

his comments

indicated

he

was

generally enthusiastic about the possibility of another
reassignment but with some regrets.

Bob stated:

traveling papers have arrived today.

"My

I thought of the

third grade faces and how they would take the news.

It

has

of

been

a long day and I have been doing

internalizing.
stomach.

I

It
hope

leaves
I

can

a

you

with a knot

sleep

tonight."

lot
in

your

(11/22/83

Journal Notes)
On November 28, Bob spent his first day on his new
assignment.
was

more

He was assigned an age group with which he
familiar

because

of

previous

work.

His

assessment of the first day revealed his awareness that
the

pupils

as

reassignments.
was

well
He

as

teachers

are

affected

by

reported to the researcher that he

"just observing today.

(11/28/83 Field Notes)

I am

bored

In his journal,

speechless."
however,

he

gave a fuller account of the first day's experience and
his thoughts on it.
Well, my first day with new troops.
more new challenges.
the

latest

I am ready for

But in looking back on this,

switch I have undergone,

recommend it to the weak of heart.
a pressure situation.

I would

not

It is very much

New schedules, new programs

81

added

and to boot the Christmas play.

Just

one

needs to keep from getting yourself

and

settled in.

Also a teacher who

organized

isn't

ready to abandon her old classroom to me.
be

hopeful

now

that this behavior from her

to

or

logjams

without interruptions

problem

for

exception.
related:

will
break

They are

and I have a job to do and I don't

disturbances

Getting

fully
I

from her "old" students comes clean now.
mine

what

into

the

in my

routine of a new

optimism

"What a dayi

I

can

do

(11/28/84 Journal Notes)

most teachers and Bob
His

way.

need

class

certainly

undaunted,

is
was

however,

a
no
he

With a locked in schedule, it

leaves you far from flexibility but I shall rise to the
call.

I will adapt and cut the curriculum down to fit

into the time frame."
Reassignments
than

a month into

"Today
news

is

(11/28/83 Formal Interview)

take

their toll. In December,

his second in one year,

the last day before vacation.

that I might

be moving again.

It

hard to believe this can happen again.
me

wonder

Bob
I

on a merry-go-round".

wrote:
received

really

seems

It really makes

if they know what they are doing.

wonder when it is all going to end.

less

I

I feel like I

(12/16/83 Journal Notes)

just
am

82

As

well

as

ressignments,
procedures

his

Bob

expressed

used

reassignment.

frustration

in

some

with

multiple

anger

informing

him

about

the

about

his

message

that

He reported:

...Well,

today

I got the indirect

should have been delivered personally by the person
in charge of moving me.
memo

to

I found out about it in a

the building principals

concerned,

copies going to the school board members.
strange

to

me

that the people

with

It seems

involved

in

change should be notified first and then the
second.
I

can't even phantom

occurrence of one semester,
involved

in

in

three

that is,

or

actual

myself being
period

of

I wonder what more I will be confronted with

tough enough.

recognized
It

Teaching by itself

is

Maybe this is the way you become the

"Teacher of the Year."

district.

the real

moves in one short

my career in teaching.

Bob

board

It seems to be the only human thing to do.

really

time.

the

the

seemed

(1/3/84 Journal Notes)
financial

that

the

problems
continual

of

the

location

changes were less important to him than the process

of

decision making and confused notification process.

He

had a concern for both the students and his colleagues.

83

Yet, he had not reached a point where he was willing to
break

from

keeping

the geographic area.

His

seniority

him in Brookside even if the future

was

continued

to appear uncertain.
Professional G o a l s :
entering

the

administrative

was

in

am at the point now where I think I have had

so

administration.
I

many

post,
be

I

this
the

is

administrative

of what goes on at each

researcher

to

It would

age

some
level,

(2/24/84 Formal Interview)
any

evidence

months of interviews that he had

actively

other

accept

do

to run my own building and then have

and the classrooms too.

pursued

think what I may

my files and look for an

understanding

during

His MA

because I think I would like that.

fun

Yet

field.

He said:

challenges.

activiate

price

Bob expressed an interest in

did not

opportunities.

involuntary

He

see

had

continued

transfers as part of the

to remain on staff with Brookside.

to

personal

He did

not

want to talk about specific professional aspirations or
specific
The

reasons why he had remained in the

inferences

were

always indicative

that

a personal choice and that he loved teaching.

district.
it

was

84

Teaching Ta s k ;
the

Bob demonstrated great interest in

social and emotional growth of the

students.

He

had several experiences which demonstrated concern with
students

needs.

One

example

illustrated

his

keen

interest in accumulating data about individual students
so

as to adjust instruction:

"I try to keep in

mind

each student when I am planning subject matter content,
but
I

I do not keep written summaries for each

student.

will try to modify or assist students when they need

help,

but

time

becomes

a

big

factor."

(10/13/83

Informal Interview)
After
continued

being
to

adjustment.

changed

express

to

a

interest in

fifth
his

grade,
new

Bob

students

On my visit with Bob in December 1983,

asked him how he and the students

were

adjusting

I
and

coping with this reassignment.
Things
adapting

are

running smoothly and they seem

to my style of teaching and I don't

too much now about their former teacher.
the

students

has

his

own

you have to respect them for

I

feel

uptight

to

and

unique characteristics

very much at home.

They don't

(12/16/84 Journal Notes)

hear

Each

of

all

of

that.

seem

with the transition that has taken

be

too

place.

85

Unique
his

student problems were of a real concern in

fifth grade assignment.

Bob had a Japanese

who did not understand much English.
challenge

and

girl

This was a great

one instance where his

dedication

was

evident. He reported:
...Well,
been
is

today as well as many days prior,

working with a cute little Japanese girl
in my class and trying to set up a

help
I

I have

program

her to get a basic understanding of

guess I need another challenge.

sorry

for

her.

some

I have found out that

headway.

really

I really felt
there

really not a program for this situation.
making

to

English.

I have

felt bad that I couldn't reach her.

who

is

But I am

It really keeps you

busy.

(1/17/84 Informal Interview).
Another
added

of

the

complexity for reassigned teachers were the

new

students
teacher

example

who

teachers

concentrating
was

student

on

faced
without

specialist.

illusrated

part

transferred into schools.

must have these

reassigned

Bob

often

which

situations.
were

that

Uniqueness
they

getting adjusted to
with
access

a

a

are

the

situation
to

Every

He described the situation:

also

situation.

of a

special

for

special
education

"...I found

86

out

that I will be receiving two new

the

same

foster

day.

tried

He

and

has

had

problems

has

been institutioniized.

to commit suicide three times.

another

Both

One has been moved out to live

home,

stability.

students.

challenge.

I

know

the

in

with

a

mental
He

also

I guess I

need

boy

needs

help."

(12/11/84 Journal Notes)
Bob

did

not

need

demonstrating

his

commitment by helping

develop socially,
knew

such

a

adjustment

to

another

challenge.

emotionally and

special

He

was

students

educationally.

student would

need

to
He

help

with

as

extra

the new surroundings as well

teacher time to achieve educationally.
Teaching of the content was not neglected. He said
of

working with third graders

was the key.
that

that

individualization

Motivation was of greatest importance so

students would want to do the work.

third grade had a definite impact.

Change to a

He said:

Changing is difficult in that you don't have levels
of

expectations of what the kids can actually

Especially
have

spent

when you drop down like this
the first couple of

figure

out

really

concerned

weeks

actually what they could
about the changes I

do.

year.

I

trying

to

do.
would

I

was
have

87

to make
over

my vocabulary,

their

flexible,

heads.

.1

think

jokes, the whole works are

The

main problem

that's the name of

is

being

the

game.

(9/19/83 Formal Interview)
He was obviously moving to develop new
for

the third grade.

this

strategies

Although experienced,

he found

grade level so different that it was almost

being

a novice teacher again.

Yet,

he would

like
adjust

quickly when moved to the fifth grade in November.

He

was always prepared and was he ever visibly upset

with

the

felt

unexpected

good

event.

It was apparent that he

about himself and the adaptation he

was

making.

For instance, he made this note in his journal:
Smooth

sailing

and students are starting to

up.

Things

Very

pleased with the overall progress.

to

adapt

or

are running in the

be blown out to

right

the

open

direction.
You have

winds,

carried out of the room in a strait jacket.

or

be

Humor

has to be ingested and a sense of humanness brought
forth.

With

all the new studies that are out

both the national and state levels,
need

on

teachers don't

to be smashed over the heads with

crap

from

the "ivory tower" experts who don't know what takes

88

place

in the classrooms today.

(12/11/83

Journal

notes)
Teaching

was

a

matter

of

performance.

confident of his skills as a teacher.
could

continue

to

adapt

so as to

Bob

He believed
be

an

was
he

excellent

teacher.
Teaching materials were important to Bob,
of

and one

the obstacles he found most difficult to deal

in

his

concerning

reassignments. In
instructional

answer to

activities and

with

questions
teaching

materials, he replied:
I

follow the teacher's guide and utilize the

of

other

mostly I,

teachers in developing

help

activities,

as always rely on the teacher's

but

guides.

(10/13/83 Interview)
In

moving about so

to select materials and

much it has been

difficult

because ofthe short length

of time I had to prepare for the assignment,
had

to use the materials and resources already

the

classroom and then try to adapt some of my own

the

best I can.

I have to adapt them to the

group I am working with.

was

more

of

a

in

age

(9/5/83 Formal Interview)

Since he followed the textook,
Bob

I have

scheduler

of

it would mean that
instruction

than

89

a creative

planner.

increased

the

creatively.

He

difficulty

of

that

reassignment

planning

acting

adjustment

which was needed at different grade levels.

The third

was

having
of

of this was due to

and

the

grade

Part

found

especially perplexing.

He

"I

so much difficulty knowing just what to

this grade level.

one

extreme

am

expect

At times I expect too much then

at other times I do not expect enough.
from

said:

to

another."

They seem to go
(11/2/83

Formal

Interview)
There seemed to be
content

fewer

problems

with

after he was shifted to the fifth

subject

grade.

At

that grade level it could be he was more concerned with
discipline

than

with

subject

content

because

he

believed pupils needs were different.
At

this

level

I have to work with

resolving

their

problems

learning.

I agree,

that

the

kids

interfere

in
with

there is not a lot of time to

do

this but I try to work with the parents,

if

am

unable

their

problems

to reach the student.
are

principal
to
with

so

severe do I

and the parent.

Only

call

in

Observation)

student.

both

the

In my classroom I try

create the atmosphere to work the
the

if

I

(2/24/84

Field

problem
Notes

out
&

90

School
important.

policies

were also considered to be

He

this

felt

reassigned teachers.

was

especially

very

true

for

Consistency was important as well

as the ability to adjust to the needs of the pupils.
Teaching
available

tasks

text

material,

emotional growth,
instruction

He

rather

summarized

the

promoting

and

on

than creating a

his

position

about

and

consistent

implementation

unique

of

adjusting

providing

concentrated

use

social

meeting individual needs,

appropriately

disicpline.
program

for Bob centered on

program.

completion

of
He

of

the

teaching tasks:
I do not evaluate in a big way, but in working with
the

curriculum committee,

curriculum

and instructional programs and

modifications.
activities
modify

I tend to evaluate

I

modify

my

for better results when

course

students.

I

outlines
follow

necessary.
needs

teachers

more

more

of

guide

developing units to modify where I have
did

discuss

instructional

to fit the
the

with the

materials.

I

was

creative

and innovative in developing units

earlier

assignments.

Observations)

(3/15/84

Field

Notes

I
my
in

ideas.

of this in the subject area where I

familiar

the

I
was
more

in my
and

91

Bob was basically a textbook oriented teacher.
was

concerned with the students individual

there

was

specific

no

evidence he ever

content

planned

adjustments for them.

needs
or

He
but

prepared

If this

was

done, it was either orally or through the evaluation of
their

work.

He had developed a personal

process

by

which he continued to adjust when reassigned.
Inservice;
transfers

which

Brookside,
reported

observation
value

doubtful.

all

of

the

occurred during

Bob had never received any

that had occurred

period.
period
of

involuntary

his

tenure

inservice.

Teachers

during

the

did receive a

this

as

inservice

appeared

or
data

one

when reassigned in November

at
He

there had never been any workshops

meetings

collection

said:

had

that

special

The

During

day
1983.

somewhat

Regarding his new fifth grade assignment, he

"I

am gradually moving the kids into

an

easy

transition that I am used to and feel comfortable with.
It

is

in some cases much like weaning them

habits.

They

seem

to

be

responding

from

old

favorably."

(11/29/83 Journal Notes)
Inservice
understand
legally

was needed.

He continued to grope

the differing needs of

students.

to

He

was

certified but lack of training experience

and

92

assistance

with materials were interferences with

the

educational process.
He
own

obviously was most concerned with getting

system established.

make the
pupils

transition.
in

It was the pupils who

replacement in the third grade:

and

about

helping

his

"Today, I break-in my

The sadness shows in the eyes of the kids

also in their actions.

mechanical;

would

Yet, he demonstrated concern for

describing how he felt

replacement.

his

I feel very animated

and

it just doesn't feel like I am the real me.

I guess trauma has set in."

(11/23/83 Journal Notes)

Summary
Eleven and one-half years of teaching with several
involuntary reassignments behind him, one has to wonder
how

much longer Bob will endure.

at

maintaining

administration
teachers
choice.
evident.
with

a

positive

He had not given up

attitude.

was concerned at having

as study participants,

Since
only

Bob was an

the

positive
excellent

Yet, his frustration was becoming increasingly
Perhaps the greatest annoyance was the manner
which

reassignment

administration.

Lack

of

important negative for Bob.
uncertainty,

rumors,

was
personal

treated
contact

by
was

the
an

In addition the continued

and changes in assignment before

the school year begins and again during the

year,

was

93

beginning

to

take

its

identified

a central issue for the administration

the education association
reassignment

must

be

toll.

Bob's

(union) .’

a

joint

experience
and

It is that teacher

effort

to

ease

the

frustration as well as protect the educational needs of
the pupils.
the

union

It is possible that the administration and
must

work

issues in advance.
just

cooperately to negotiate

these

It may be that something other than

seniority and/or the immediate

financial

crunch

must be considered.

Case Study C — Carl
There
reported
as

were

two unusual aspects which need to

about Carl.

His classroom had been designed

a large open classroom for team teaching and

teachers

would

teaching

use the open

strategy.

traditional

class

be

The

class,
school

organization

interest
had

which

where
center

reverted
required

to
the

adjoining class to move through Carl's room for various
activities.
After joining the staff,
would
teach
another
grade

be

Carl realized that there

subjects that he did not feel

adequately.
teacher,

Through

his

competent

initiative

he had departmentalized

the

to
with

fourth

for the purpose of teaching grade subjects where

personal preparation was considered to be strong.

94

Attitude:
changing

Carl admitted that his attitude

about

from junior high school social studies to

elementary

fourth

an

grade bordered on the negative

comprised reluctance,

anger and frustration.

and

Jokingly

he said:

"Some of us looked at being reassigned as

temporary

thing— we found ourselves laughing at having

recess

duty,

this was something we had

never

a

done."

(1/23/84 Formal Interview)
He

had

telephone

been

in

August,

September.

He

cooperative
felt

he

informed
prior

remembered

his
to

understood

thought

school

that

he

administration
where

opening

tried

the situation they were

to

the

was

in

by
in
be
he
with

When asked about how concerned

administration

was

involuntary reassignment of teachers,

money,

reassignment

with the school administration because

their fiscal problems.
he

of

more

relative
he

said:

concerned about how

it is coming from— How are we

to
"The

to
going

get
to

place the teachers. They felt that if we had elementary
certificates
Formal

then we would be placed there."

Interview)

He

considered

himself

(1/23/84
to

be

exploited, without concern for him as a professional or
concern for the students involved and uninformed in the
placement process, he felt tense.

95

Carl

did

believe there were some positives

the reassignment.
his

work

him,

his

accumulative.
attitude.
cope

He believed it would help him

in athletics as the kids would get

and

from

knowledge

of

them

would

with

to

know

be

more

He was determined to maintain a positive

When asked specifically how he was able

with reassignment,

attitude!

he said:

to

"Having a positive

Since I was not the only person reassigned—

there were seven others

high

to

elementary— that made it easier for the medicine to

go

down.

to

(Laughing)

I

'misery loves company'."
His

moving

guess

is

something

(2/22/84 Formal Interview)

The

to

He stated that it would

on the job and who was the
return

earlier

researcher had asked if he wanted

return to the secondary level.

would

there

junior

attitude reinforced comments from an

interview.

depend

from

administrator.

for a job of his choice

(1/31/84

He

Formal

Interview)
Carl demonstrated he had found a way to cope
reassignment.

He was not ready to give up.

with

Carl was

not willing to concentrate on the negatives but

rather

looked for positive aspects of the experience.

He had

an

obvious dislike and distrust of the administration.

He

did

not believe they were concerned

education— pupils or teachers.

with

quality

96

Professional G o a l s ;
actively

involved

reassignment.
the time.

work.

not

the

had

profession

been
before

he did not have

He reported his primary concern to be
(2/24/84 Field Notes)

have time to continue with
He said:

very much,

with

In addition he

extra

curricular

"I have always coached and enjoyed it

but with this job change I have not because

of the school time.
I really like.
the

with

believed he

In the new assignment,

the content areas
did

Carl

I am not able to do coaching which

To me, this has been bad, consequently,

junior high sports program has suffered."

(1/23/84

Field Notes)
Coaching
professional
Obviously,
his
which

had
life.

been
It

involuntary

an

important

was his desire

part
to

reassignment not only

of

continue.
negated

involvement but prevented continuation of an
he

believed could assist with his

his

area

professional

advancement and his stature in the community.
Teaching Task:

Adjustment to the fourth grade was

a complex problem for Carl.
completely

new

teaching

He was confronted with
situation for which

he

a
had

neither experience nor recent training. Content for the
subject areas as well as teaching strategies had to
developed

and

in some cases learned.

His

be

secondary

97

school

orientation

was evident as

he

described

the

beginning of the year:
The beginning of the year was very frustrating— but.
it

got better when I gave in a little bit and they

began

to

know where I was coining from as

far

as

work habits were concerned.
These

kids had never been

graded,

they

had

always had pass-fail and subjective notes and I was
so secondary-oriented.
Carl

had

teaching
were

make adjustments in

strategies.

not

realistic.

developmental
giving

to

all

calling

(1/3/84 Formal Interview)

He found that his
He

had

to

level of the pupils.
these

parents

assignments,
and

many

I was

expectations

adjust

to

He said:

giving

going

areas of

the
"I was

homework

nowhere."

and

(1/3/84

Formal Interview)
The

new assignment did become better for him

the students as he made adjustments.
the

room

with traditional row seating.

responsible for materials and books.
related to the content areas.
that
Since

He had

Carl

arranged

Pupils

Bulletin
reported

and

were
boards

however

initially he had faced serious material problems.
his

work

at the secondary level

had

been

so

different, he did not have personal resource files.

He

98

reported that:

"I had to use materials from the school

files until I was able to create some of my
new

teaching

helpful.
lessons

own.

The

material center downtown has been

quite

It takes a great deal of time to prepare for
and

have

the

necessary

things

available.

(1/23/84 Interview)
He

reported that only one subject continued to be

a serious problem.
teach

science

He said, "I just don't know how to

that is why I have traded

science

off

to Mrs. George next door and I teach her social studies
class."

(1/23/84

departmentalized
his

Formal
process

Interview)

Creating

of teaching helped Carl

secondary orientation to adjust to the

situation.

a
use

elementary

One of the three fourth grade teachers was

very reserved and Carl had not been able to include her
in the departmentalized structure.

So his success had

been limited to only one colleague.
Carl
only
He

was

reporting student progress

via the report cards at quarter marking
held

regular

conferences only at parent
scheduled

requests

school conference

learned the value of pre-assessment.
do

to

more

identifying

pre-asessing
students

now

than

I

times.

periods.
and
He

at
had

He reported:

"I

did

in

levels of knowledge

before I enter new instruction.

parents

before
and

skills

This goes back to the

99

beginning
handle

when I was giving assignments they could not
and

all

of

us

were

frustrated."

(4/16/85

Survey)
He

believed

individualized
felt

that

that

assessments

than in his

students

previous

were

assignment.

were competing more but

was necessary or they would be retained.
indicated

that

that

he

did

help

that

He
it

His comments

he believed content had to

toward groups rather than individuals.
indicated

less

be

Yet,

students

geared
he

also

more

with

educationally related problems than previously.
Teaching
for

Carl.

subjects

task adjustment had been very
He

found

because

development

teach,

of

level,

secondary level,

it difficult to
adjustment

change

in

important

plan

to

for

the

strategies

all

pupils
from

the

number of subjects he was required to

lack of materials and the need for accurate pre­

assessment.
transition

Carl was apparently making a satisfactory
as

he obviously had devoted

an

extensive

amount of time to quickly adjusting his teaching to the
fourth

grade level.

cooperation
insecurity
helping

of a colleague and had solved part of
in

Carl

influence.

He had departmentalized with the

science.
believe

This was a major
that he

had

been

factor
a

his
in

positive

100

Inservice;
inservice
would
He

Carl

had

recognized

his

when involuntarily reassigned.

need

for

He knew

it

be almost as if he was an inexperienced teacher.

did

not believe that inservice was

responsibility.

for

He reported;

this

pursued

professional

I

do

need

to

On my previous assignment, I

activities

growth

"I do not want to be

financially.

increase my proficiency.
readily

financial

He also had decreased his involvement

in such activities.
responsible

his

but

not

to

promote

now."

my

(2/24/84

own
Formal

Interview)
The
Carl's

reassignment
professional

had a very negative
development

a

lack of interest as well as

that

simply did not have the time

Interview).

In

addition,

on

activities.

reported
he

impact

a

He

conviction

(2/24/84

Formal

he revealed his desire

return to the secondary level.

He said;

to

"Somehow

I

feel I am going to return to the level and areas I like
best

and

better

prepared

to

do."

(2/24/84

Formal

Interview)

Summary
Carl

had developed a personal coping system

reassignment.

His

understanding

of

the

with

financial

problems of the district had been one stimuli to accept

101

it.

His

professional

aspirations to be

extensively

involved with coaching activities were delayed.
Teaching

tasks

had been adequately

evidenced by room organization,

lesson

adjusted

implementation

and creating a departmentalized approach.
had

devoted

apparently

extensive
had

cooperative

time

to

accomplished

co-worker.

He

the

He obviously

adjustment

it with the help
recognized the

need

inservice but was no longer willing to commit

personal

commitment.

He

program

the

success.
helped

for

for

Carl

Yet, he had to feel

accomplishment

was a result

had worked to develop an
fourth grade

and

was

make

secondary

school

of

appropriate
experiencing

His efforts to work with other teachers
him

a

He recognized that the

educational program had suffered.
his

of

the need for teachers to receive adequate

inservice before reassignment.

that

and

personal

finances and he did not believe he had the time.
demonstrated

as

had

specializations

processes a part of the elementary level.

Case Study D — Donna
Attitude:

Donna

was informed by telephone about

her reassignment three days before school was to begin.
With

exactly three days non-paid preparation time

and

102

without inservice,
math,

she was to teach junior high school

English and reading.

Her reaction seemed mild.

She said:

"I would have felt less negative about

assignment

had

face

the

I had the opportunity to talk face

with my administration— and really

discuss

to
some

things that were not discussed over the telephone.
seemed

to me to be a bit impersonal."

(1/31/84

It

Formal

Interview)
Several

other aspects

contributed
class

of

the

position

to the stress and anxiety she

size ranged from 23 to 40.

added to the three different subject

for

which

years,

felt.

When large

are

want

seemed

to

viewpoint.
intense

classes

she had no academic preparation in over

it

to

this researcher

avoid really

The

preparations

that

maintaining a remarkably positive attitude.
to

also

expressing

she

15
was

She seemed
a

negative

Yet, incidents happened which revealed the

frustration of Donna.

The researcher arrived

for a scheduled visit and Donna frantically
can't see you today.

said:

I can't talk with you today!

"I
My

little girl was sick with a cold yesterday and I had to
be

off.

wanted

I

done,

Field Notes)

had

a sub that did not do the

I just can't see you tod a y ."

things

I

(3/18/84

103

Donna

was

not willing,

even after

months of interviews and observations,
a

situation where

would not
would

she might not be

almost three

to be placed in
in

control.

take the chance that frustration and

be

evident to the

apparent

even

researcher.

Yet,

in a brief encounter of

She

anxiety
it

was

cancelling

an

observation and rescheduling to another time.
The researcher concluded that Donna was
to

express her feelings.

them

from surfacing.

would

be

stress

the
were

children
times

She seemed to want to

not

help

extent of her feelings.
rare,

and

because

she

did

admit:

I find this job is a

Donna

to

Admissions

of

"I
bit

have

small

stressful

of the time I have to devote to it

have time for my family too."
Obviously

keep

Assurances that confidentiality

totally respected did

describe

reluctant

with

three

extensive time for planning.

at
and

(4/6/84 Formal Interview)
preparations

she

needed

In addition, junior high

kids were very different from senior high art students.
She reported:
to

"Pressures were great because of having

do so much planning for so many students in so many

subject

areas.

understand

The

most

stress

was

getting

the age/grade level and learning to

to

adjust

104

to

varying

ability

levels."

(3/11/84

Informal

Interview)
The
helped

principal

and staff at the junior

Donna make the adjustment.

relationship

high

had

She considered her

with them the one positive aspect of

the

reassignment.
There

seemed

reassignment
negative
she

to

which

attitude.

was

be

many

aspects

of

could have contributed to

D o n n a 1s
a

Evidence of stress was found

successfully

completing

her

very
but

teaching

responsiblity and exhibiting a positive attitude.

The

researcher

way

never

did see her react in a negative

with pupils even when discipline became very difficult.
She

always continued to search for a positive

way

to

implement the days lessons.
Professional Goa l s :
in

the senior high art program.

successfully
her

Donna had been very satisfied
She had been able to

incorporate teaching as a vital

life style with ample time available for

part

of

personal

family responsibilities.

She had been involved in some

extra-curricular

previous

Possibly,
assignment,
She

made

resume

work

to

reassignment.

if reassigned to a more appropriate teaching
this type of involvement would be resumed.
it very clear that her primary goal

teaching

senior

high

art.

She

was

said,

to
"My

105

professional
teaching,

goals

are

the

same

when

I

began

but I do hope that someday I will be able to

return to my previous position."
Teaching T a s k ;
considerably
been

as

using

Obviously,

(4/16/84 Survey)
Donna

was having

readjust the teaching strategies she
for 14 years.

to
had

She had moved from a

well

developed activity type program to an academic program.
Her work with the students was textbook oriented.
researcher

observed that she was always well

for specific textbook work,
she

Questions

from

content

She never referred to

work, but only to the work on the

had to be completed.

She said:

developing

the courses,

guide

the textbook.

and

in

students were answered with

only examples from the textbook.
previous

prepared

assignments were ready and

seemed to have carefully reviewed all

advance.

The

day

which

"I am not involved in

I just follow the
I have however,

curriculum
done

some

reorganizing and had some experiences in this area that
I

could not have done at the beginning of

the

y e a r ."

(1/31/84 Formal Interview)
Donna
She
that

recognized

that the students needed

also recognized her own limitations
help.

in

help.

providing

She felt that she was improving but

that

106

even

more

could and should be available to

students as well as herself as a teacher.

help

the

She said:

I am better able to work now with behavior problems
than

at

the

understand

beginning

of

the

the students better.

year

because

I know a

little

better what will or will not work with them.
sad

at

this

level.

administration

It seems

overlooks

their

students need special attention.
long

time

that

to adjust to this age

I

the

It is
school

needs.

These

It has taken me a
group.

(1/14/84

Formal Interview)
She

wanted

instructional
concluded
lack

to

units

that

which

students
were

by

developing

needed.

Yet,

personal time limitations as

most

textbook.
I

as

serious

Consequently, she concluded that

practical process for her was to follow

the

She stated:

encourage

their

she

well

of understanding of needs of pupils were

impediments for her.
the

help

students to become

learning,

but

previous

assignment.

enjoyable

in

self-directed

not as much as I did
Developing

accustomed to the students,

on

units

my former assignment because

in
my

were
I

was

knew what was expected

107

of

them,

knowing

but

now I have to try

what is going to work.

things

not

I just follow the

districts'

curriculum

guides

the text and go from

to

guide

new

and

the

teacher's

there.

(3/28/84

Field Notes)
The

need

of knowledge about the

pupils

emotional

and

academic needs and of the

materials

was

a very strong negative

reassignment.

Donna said;

social,

content

aspect

of

and
the

"...the most negative thing

I am finding about the reassignment is not knowing what
to

expect at this age/grade level and having to adjust

and work with the available materials."

(1/31/84 Formal

Interview)
Donna

recognized that pupils were

not

receiving

the educational experience she believed they needed and
that she would prefer to provide.
to

She often

referred

the activities and involvement from her high school

experience

which were not impossible because

limitations
characterized

and
the

the

knowledge

assignments

of

required.
as

a

time
She

"treadmill"

(1/31/84 Formal Interview), and indicated she could not
get

too

reported

personally
that

now

school counselors.

involved

with

students.

she simply referred

them

She
to

the

108

Donna wanted to do a better job
knew

the

process of

continual
high

teaching which was

She

needed.

The

references to activities and experiences

school

art clearly indicated she

strategies.
opinions

A

precise

occurred

assessment processes.
Tests

are

levels

statement

when

she

knew

creative

representing

her

discussing

pre­

was

for

pre-assessing

growth but I usually go
in

in

Her statement was:

available

of

designed

the text.

students

by

the

goals

I really do not have

time to do anything extra.
each

of teaching.

student's growth

Previously I

the

assessed

and progress based

on

the

student's as individuals, but in this assignment
have

to

students.

assess

more on the basis

of

the

I

other

(4/16/84 Field Notes)

Donna was not pleased with herself as a teacher or
with the teaching strategies she believed she had

used

in

very

good

the

assignment.

She was apparently doing a

job of using the textbook for

knew

more

instruction

was
in

needed

to

instruction.

accomplish

the academic area,

but also

pupils' social and emotional development.
pressures
content

the

She
needed

for

the

For her time

as well as the personal lack of knowledge of
as

well

as

understanding

the

social

and

109

emotional
which

needs

of

interfered

concluded

she

with

was

implementation.
keyed

and

relative

for
to

being

understanding
However,

doing

were

open

the

reseracher

teaching.
a good

Classroom

pupils

reluctance

the students were

of

This
job

factors

researcher

with

textbook

management was always

usually

and full

on

task.

discussion

assignment did
able

major

to

Donna's
of

interfere
obtain

low

issues

with

a

the

complete

her views about the teaching

tasks.

the amount of evidence collected supports the

conclusion

that Donna recognized that both the

pupils

and herself needed much more assistance to provide

the

learning experiences needed.
Inservice:
offered

in

Many

of

the comments

and

evidence

the teaching task section support

Donna's

need for specific inservice prior to assignment.
section

will

re-emphasize her need by

evidence of her willingness,

This

reviewing

the

past participation and

a

willingness to continue with professional growth.
Donna
preparing

for

district

did

workshops.
support

had

received

no

reassignment.
not

advance

assistance

She stressed

have finances

available

that
for

in
the
such

''Our district does not have the finances to

workshops and courses for reassigned

teachers

but I do feel that if the administration feels that

if

110

I

needed more training I should take it upon myself to

get it."

(4/16/84 Infomal Interview)

Donna
time

was not interested in workshops because

restraints

participate

only

and

money.

She

said

if it was required.

she

of

would

The time

and

cost were important factors for her.
She

did

principal

report

frequent

concerning

discipline.

conferences

particular

with

problems,

the

mostly

Other teachers had been important sources

of information for her.

Since she always stressed lack

of time as a key factor,

the discussions with teachers

were apparently informal conversations.

Nevertheless,

Donna considered it an important source of
as she adjusted to the assignment.
a

good

them.

information

She said:

"I have

working relationship with the staff,

I

I feel that when I have a problem I can

discuss

it

with

them.

They

are

very

enjoy
easily

helpful."

(3/22/84 Informal Interview)

Summary
Donna
resulting
successful.
may

had

a

difficult

from her transfer.
She

teaching

assignment

She was working

to

did not want to stress negatives and

have been reluctant to reveal her feelings to

reseracher.

be

Nevertheless,

the

she did supply information

Ill

which

revealed personal and professional

needs.

had been hastily informed of reassignment;
provided assistance;
where

she

had

constraints.

she was not

and she was placed in a situation

to

She

She

face

serious

believed

the

personal
job

time

required

an

inordinate amount of time, especially as she considered
her

family responsibilities.

Support from her

and principal were important factors for her.
adjusting

and

she

had implemented

an

textbook

demonstrated

instruction.

the

Donna's

complexitities which a

She was

instructional

program which would assure that students would
basic

peers

receive

reassignment
teacher

may

have to confront when involuntary reassigned.

Validation Survey
The

survey

questionnaire

was

organized

by

following the major divisions of Teaching Functions and
Tasks as published by Hatfield
each

The items

for

task evolved from the analysis of the data of the

four case studies.
one

(1982).

of

the

inclusion.
summary

of

An item was selected if data

case

study

This

process

participants
provided

data from the combined

supported
a

case

from
its

comprehensive
studies.

A

112

complete tabulation of the data from the 30 mail survey
respondents

as well as the four case study subjects is

provided in Appendix J.
The demographic data describing the 30 mail survey
respondents
reported

and the four case study

in

Table

4.1.

It

is

subsections describe respondents'
certification,
levels

taught

organized

indicated career plans.

so

are
that

sex, age range, legal

college/university
before/after

participants

education,

reassignment,

and

grade
their

113

Table 4.1
Demographic Data on Involuntarily Reassigned
Survey Respondents and Case Study Participants
Demographic
Data

Survey
Respondents

(N=30)

Case Study
Participants(N=4)

Sex
Male
Female

14
16

2
2

Age Range
20-29
30-39
40-49
50-59
60 or over

2
13
5
5
2

3
—

1

Legal Certification*
1
Provisional only
Elementary
15
Special Education
Endorsement
1
Michigan
9
9
Continuing
Secondary
23
Vocational
Endorsement
2
Certified in
other states
4

—

Grade Level— Before Reassignment
Secondary
26
4
Elementary

3
1

Grade Level— After Reassignment
Secondary
20
Elementary
10

1
3

Highest College Degree
BA or BS
9
MA
11
MA + credits
10
Career Plans
Continue to teach
25
Discontinue teaching 3
Undecided
2
*Many teachers held more than one certificate

-

1
-

4
1

-

4
4
-

114

The survey
teachers

respondents were

since

only one person

certification.
indicated

They

that

experience.

experienced

reported

provisional

were generally older which

they

The

mostly'

had

several

reassignment

years

teaching

pattern was to

change

within

grade levels and several

survey

respondents involuntary reassignment tended

occur

within

subject

also

areas.

some parts of secondary education

The
to

while

the four case study subjects had a more dramatic change
of assignment.
The
that

survey respondents supported

involuntarily

change

for

all

was

consistently

professional

reassigned teachers

four

negative direction.

the

research

conclusion

direction

questions

was

negative.

involvement.

of

in

a

The trend for teachers' attitudes
They

Teaching

decreased
task

curriculum

to meet

in

invariably

appeared to be more textbook oriented and with
development

of

limited

identified

pupil

nee d s .
The focus of the survey questionnaire was
related

to

the

examination of seven

areas and 25 teaching tasks.
and

Each task had

five specific activities which

involvement

before/after

broad

function

between two

described

reassignment.

questionnaire is found in Appendix G.

closely

teacher
The

115

The

use

involuntarily
increased

of

numerical

reassigned

negative
they

before

reassignment.
count

professional
activity,

demonstrated

teachers reported

feelings

believe

numerical

are

count

and

that

doing the quality
The

occurred

development

single
in

the

for the

generally

they

of

do

not

teaching

most

area

following

of

specific

my proficiency

in the grade level/subject area of my assignment."
this item the numerical
to

27

after

as

dramatic

task

"I do/do not need to increase

that

For

count changed from five before

reassignment.

Teachers

expressed

an

overwhelming need for additional assistance to increase
their competence.
The specific activities listed in the survey could
have

been

translated from only one of the case

participants.
same

may

It appeared to the researcher that

the

was true as individual survey questionnaires were

examined.
based

study

Thus, individual teachers responded to items

on their personal perception and group
not

Collective
concerns
subjects

sufficiently
total
and

reveal

numbers

needs

do

individual
validate

identified

by

the

patterns.

the

involuntary

issues,

case

but they may not clearly reveal the
by

analysis

study

personal

intensity

created

reassignment.

Therefore,

data from the survey respondents should not

116

be

interpreted

establishing

beyond

study
also

express

the validity for the data

the four case studies.
An

the

unexpected

purpose

of

obtained

from

This purpose was achieved.
four

case

subjects did develop as a result of having

them

complete

questionnaire
expected

issue

the survey.

relative to the

They

were

provided

after the concluding interviews.

that

their

responses

the

It was

would

overwhelmingly

support the collective case study data.

However, their

responses were not as anticipated.
expected
three

or

the numerical counts to
four

for

dropping to one.
responses
the

each

The researcher had
consistently

activity

with

some

items

It was expected that the before/after

would follow a consistent pattern similar to

case study data.

This

was expected because

specific activities had been drawn from the case
data.

number

Yet,

the

actual

collective

predominantly

one

or two with many items left

the
study

responses

were
blank.

The before/after response did not follow the consistent
pattern

expected.

These

data do not

congruent with the case study data.

appear

to

be

This issue will be

further considered in Chapter Five.
In
the

case

summary,

the 30 survey respondents

validated

study data as consistent with the nature

of

117

the

problems

Beginning

created

with

by

reassignment.

how the reassignment was

through inservice needs,
not

involuntary

communicated

involuntary reassignment does

have any positive values for teachers

that

they

security

are

able to

continue

teaching.

than

If

job

must be the item of primary importance,

involuntary

reassignment

alternative

for the teacher.

wanted

other

to

remain

expressed

a

in

desire

is

a

accepted

the

only

Not one of the teachers

reassigned

to

as

then

have

some

position.

All

opportunity

participate

in the reassignment process.

respondents

demonstrated that involuntary reassignment

created

serious

issues

which

needed

The

to

survey

resolution

if

quality teaching was to be achieved.

Chapter Summary
This
the

chapter reported the data as

case

study

respondents.
of

the

participants

and

received
the

30

from
survey

The negative nature of the data for each
four

research

questions

dramatically

demonstrated that the issues resulting from involuntary
reassignment
opportunities

are

important
are

to

if
be

quality

educational

maintained.

These

reassignments occur in districts which are experiencing
serious financial problems.

118

Since only one provisionally certified teacher was
part

of

the

survey,

it

is

a

problem

involving

experienced teachers who have accumulated several years
experience

in

one

district.

The teachers' negative

attitudes consistently seemed to have begun to increase
in

intensity

because of the method

Usually this was by

of

telephone, without choice and with

a brief explanation.

Often notification was a

of

days before school was to open and,

by

Brookside,

may

notification.

occur

within
no

as illustrated

the

school

Teachers

received

inservice

to make the transition into a new

There

almost

assistance

were no provisions for consistent

help

them with the adjustment of

matter

year.
through

position.

follow-up

teaching.

to

Teachers

were literally left to cope for themselves.
There

are

reassignment
maintain
they
their

other

positive
than

job security.

confronted

seemed

aspects

of

to

evidence

involuntary

that a teacher was
The trauma

and

to be of such a

primary goal was to get through the

tended

Their

no

be heavily textbook

oriented

able

to

difficulties
nature

that

day.

They

with

little

of creativity in planning and implementation.

skills of management may have been a key

factor

in helping them bring order to the new assignment.

119

Without exception, involuntary reassigned teachers
continually

expressed a lack of sufficient time

major factor.

a

This was because the new position was so

unfamiliar

that

amount

time adjusting to the content owed

of

as

teachers had to spend

an

inordinate
to

the

social and emotional development of the children.
Chapter

Five

from

the data,

from

the

provides the

specific

conclusions

describes the researcher's reflections

research

and

educational implications.

has a

discussion

of

other

CHAPTER FIVE
CONCLUSIONS, REFLECTIONS
AND RECOMMENDATIONS
The
clarify

purpose
and

involuntary
areas

of

this

identify

research

project

the key issues

reassignment of teachers.

were identified for

attitude,
(4)

of

study.

(2) professional goals,

inservice needs.

was

resulting
Four

These

to
from

specific

were:

(1)

(3) teaching task and

This chapter includes a summary

the conclusions and educational

implications

with

recommendations for future research.
This investigation focused on a description of the
problems

encountered by four

involuntarily reassigned

teachers in two school districts.

Nine observations of

each teacher spaced over three to

eight

completed.

based

subjects.
case

were

Interviews and journals were used to provide

context and/or meaning.
developed

months

study

A

questionnaire survey

on the data from the four case

The questionnaire was used to validate
data

through

a

survey

involuntarily reassigned teachers.

120

of

30

was
study
the
other

121

The

following research questions guided the

data

collection and the analysis process:
Attitude:
teachers

How
cope

reassigned

do
with

and

involuntarily
both the

the

demands

reassigned

process
of

a

of

being

less

than

desirable teaching assignment?
Professional G o a l s :
reassigned

to

affect

future

the

How does being involuntarily

a less than

preferred

professional

assignment

aspirations

of

teachers?
Teaching Ta s k :
necessary

What are the adjustments which are

for involuntary reassigned teachers

to

successfully complete the instructional tasks in a
new assignment?
Inservice:
is

What

provided

What

inservice training or

involuntarily

inservice

education

reassigned

training or education

teachers?
is

needed

before assuming a new assignment?
These

four areas provide the organizational

structure

to report the researchers' conclusions and reflections.

Researcher Conclusions and Reflections
The

four

case study subjects

were

selected

by

their administrators because they were considered to be

122

positive-oriented.

This

was

an

important

considered by the researcher in seeking data.

factor
Subjects

were encouraged to discuss their experiences from their
viewpoint

with

the

researcher

asking

clarifying

questions and checking interpretations.
The case study subjects stressed they had accepted
involuntary

transfer

as

necessary

for

district and they wanted to do the best
Their

viewpoint

positive

which

the

had

but

with

many

specific

negative results from the
occurred

for

them

school

possible

was always expressed with a

outlook

revealing

the

job.

possible
comments

reassignment

personnally

and

professionally.
The

overall character of the data as described in

Chapter Four supported the researcher's conclusion that
there

were

no

positive

involuntary reasignment.
to

teach

person

resulting

finding
the

to

grade level/subject area

permeate the

for

data.

were

all

seniority and continue teaching.
subjects

Only

one

which

were

able

to

positive

retain

Certainly,

appreciative of having a job

the

experience

could be generated from the data and this
teachers

from

The negative effect of having

had not received recent training or

appeared

that

a

effects

was
their

all four
with

the

123

hope

and expectation of an eventual transfer to a more

suitable teaching or administrative position.
The

observations completed by the researcher does

support

that

completing
student

these

the

district

achievement

researcher

teachers

can

curriculum

data

only

were

were

goals.

not

suggest

successfully
Since

collected,

this

as

the

positive

accomplishment based on the class operation procedures.
In

addition,

concentrating

the
on

teachers stressed

that

they

were

following the curriculum guides

and

appropriate textbooks.
Another demonstrated result of this study is

that

it may be possible for teachers to complete instruction
at

grade levels or for subjects for which they are not

experienced.
concerned

with

Since

this

study

this issue,

was not

directly

this finding can only

be

inferred from the study.
Finally,

the

study

followed

an

ethnographic

procedure

which required a continuous process of

data

analysis.

These processes, described in Chapter Three,

did provide an effective model for completion of a case
study involving four subjects.
This
each

of

general

section will describe specific
the four research areas which
conclusions.

The

specific

findings
support
key

identified for each area will be summarized.

in

these
issues

124

Attitude;
The

four

case

a

positive

maintain

study subjects were not
attitude.

The

able

to

process

of

reassignment notification began a chain of events which
left
the

each person confused and with high anxiety
reassignment.

terse

The method of notification

about
was

telephone conversation informing the person

without any discussion of alternatives.

a
and

Timing of the

information was also an important factor.
These

data

contributed to the identification

of

the following key issues:
1.

Teachers

need to be informed of

reassignment

in a professional conference.
2.

Teachers

should be participants in

alternatives
the

so that the best

examining

situation

for

most effective use of their training

and

experience could be selected.
3.

Administration
to

negotiate

will

and

teachers

systems of

consider

factors

unions

reassignment
other

need
which

than

just

seniority and legal certification.
The
attitudes
findings
which

literature

of

reassigment

concerning

of teachers indicated an agreement with
in this study;

teachers

are

that is,

informed

of

that the manner
their

the
the
in

reassignment

125

creates

a negative or positive impact on the attitudes

of those teachers.
procedures

of

notifying

created stress,
belief
Kirk

they

(1978)

of

reassignment

anxiety, and depression because of the
over

their

environment.

supported these findings because
belief

that

they

unappreciated and unprepared.
that

found that informal

teachers

had no control

(1979)

teachers'

Cherniss

treating

were

Potter

of

powerless,

(1981) concluded

teachers in a personal

manner

created

more positive attitudes toward reassignment.
Paznokas
willingly

(1983)

found those

stressful

teachers

Reed and

who

responded

to a transfer tended to have a higher

of job satisfaction.
nature

of

involuntary

reassignment.

Defino's

reassignment

provided

data

consistently supported the data of this study.
concluded
their

level

Ross & Roth (1984) emphasized the

study contrasting a voluntarily reassiged teacher
an

the

that involuntarily assigned

teachers

(1984)
with
which
Defino
focus

attention consistently on self rather than their

students.

Professional Goa l s ;
The
demonstrated
by

case

study

teachers

had

participation in professional

their involvement in extra curricular

previously
activities
work

and/or

126

professional activities.
reassignment.

This involvement ceased with

The case study subjects became concerned

primarily with the problems of adjusting to the social,
emotional

and

continually

academic needs of the

emphasized

students.

that sufficient time

They

was

not

available for other activities.
The

researcher

disillusionment

concluded

contributed

that

to

these

their

teachers'

rejection

of

further involvement in related professional activities.
Continuation of professional involvement may occur if a
teacher
valued

receives
by

evidence that such participation

the administration

and

their

is

colleagues.

These teachers did not have positive feelings about the
support

from

union.

The

either.

They felt neglected

by

their

building personnel had been friendly

and

receptive

but

there was no evidence any colleague

principal

had

ever initiated an opportunity

them

adjust

or

become

references

indicated

been

the

by

better

study

subjects.

to

relationships
to

countering

the

conclusion

that

attitudes

and

their

These

data

interpersonal

within a building context are
negative

had

Clearly,

initiate supportive behavior.

contributed

All

activities

involuntarily reassigned teachers needed to have
colleagues

help

acclimated.

that initiatory

case

to

or

essential

creating

a

127

positive,

caring

appeared

to

atmosphere.

This

be a failure of their

responsibility

colleagues

rather

than a climate created by the administration.
The
goals,

limited
the

reassigned
after

literature related

limited
teachers

amount

changes

teachers

themselves,

changes.

In

professional

available

implied

were not professionally

reassignment.

transferred

to

addition,

Campbell

(1982)

were bitter,
but

by

that

involved

found

that

not caused by

having

to

make

they were fearful of

the
those

possibly

having to make changes that they could not handle.
The

findings in this study were not in

with the suggestions by Scherer
responsibility

(1)

are

of the new faculty and

experienced

experienced.
by

does

teachers in
agree

However,

a

needed

(2) admit

could be helped by other teachers,

researcher

on

He believed they

evaluate their own attitudes,

teachers
friends

who placed the

for initiation of contact of colleagues

with the reassigned teacher.
to

(1983),

agreement

that

(3)

make

(4) remember that

they

new

position.

that reassigned

teachers

This
are

the anxiety and stress brought

reassignment caused feelings of

inadequacy

in

teaching levels/subjects in which they had little or no
training or recent experience.

128

If

involuntarily

continue

with

profession,
the

reassigned

previous

then

extra

teachers

are

to

to

the

contributions

they must have visible support

from

administration and demonstrated concern from their

colleagues.

Coats and Thoreson

conclusion
support

when

was

reassigned
need

they

emphasized

supported

that

the

a more serious problem for
teachers than for other

therefore

administration
support

(1976)

by
and

reassigned

this

lack

of

involuntarily

teachers.

teachers

A

key

is that

the

their colleagues must show

for them as they adjust to a serious

active
personal

and professional challenge to their dignity.

Teaching T a s k ;
The
having

case

study teachers presented

been energetic,

situations.

testimony

creative teachers in

of

previous

They frequently cited examples of creative

strategies formerly used whereas they now believed they
lacked the necessary time.
The

teachers

prescribed
and

textbook curriculum.

implementation

related.
clearly

had become entirely oriented

strategies

to

Their lessons
were

also

a

plans

textbook

Anxiety about teaching certain subjects were
evident.

These feelings appeared

from a combination of several factors.

to

result

These are:

129

1.

No teaching experience

2.

No recent training

at the grade

in strategies

level.
appropriate

for the grade level/subject area.
3.

Lack

of

confidence in their knowledge of the

subject area.
4.

No

recent

educational experiences

with

the

subject content.
5.

Insufficient

understanding of

emotional needs of
6.

Insufficient

time

the social and

the pupils.
to complete all the

tasks

they believed were needed.
7.

The lack of available supplementary materials.

These teachers realized they needed to develop and
implement creative strategies.

Yet, they did not feel

that sufficient time was available as it was

requiring

an excess of energy to survive in the reassignment.
was

as if they were again novice teachers.

It

Their one

significant advantage in the reassignment was that they
had several years of very successful
factor

helped them to maintain an

experience.
attitude

This

that,

in

time, they would be more creative, effective teachers.
Teaching
to

tasks research is a new area as

involuntarily reassigned teachers.

Gough

related
(1982)

stated that teachers must have mastered subject content

130

before

they can teach with enthusiasm and effectively.

The four case study subjects were very concerned
their effectiveness.
at

least

were

about

They were trying to be sure they

adequately

providing

for

the

basic

academic instruction.
The

key issue for the teaching task area must

be

directed toward helping reassigned teachers continue to
be

creative and innovative.

was

to

The most obvious

answer

provide inservice prior to beginning in a

position.

Potter

inservice

was

teachers.

new

(1981) demonstrated that even minimum
considered

helpful

by

reassigned

Therefore, the next area of investigation of

this study proved to be a significant key for solutions
related

to teaching task adjustment by the

reassigned

teachers.

Inservice;
The case study teachers agreed that inservice
a

critical

position.
subjects

need
A

before beginning in

priority

case

was a better understanding of the social

would include content

teaching

reassignment

need for all four

emotional development of the students.
which

a

strategies

need for all four subjects.

study
and

Subject matter,

information,

and materials was

was

a

appropriate
concomitant

131

These teachers also needed assistance in adjusting
to a significant change in their career.
was

a

stressful

impersonal

manner

reassignment,
unnecessary
low

colleagues,

of

those

other

a

with

information

had been

of

the

They received only a
new

location.

Even

to
very

their

had

not

the initiative to provide a welcome climate

and

This researcher concluded it was as

the administration and colleagues had assumed

experienced teachers who wanted to succeed,
receive

any

help

effectiveness.
or

the

subjected

than expressing sympathy,

offer assistance.
if

teachers

to

Beginning

receiving

difficulties.

orientation

taken

situation.

Reassignment

so

opportunities

demonstrate

When it is necessary,

must be part of the process

personal

quality

could

should not
their

Reassignment should not be an endurance

competency test.

either

they

that

inservice
to

prevent

a

lowered

stress for the teacher or

of educational opportunities for the students.

Development of inservice programs to provide at least a
basic

introduction to the teaching position should

accepted

as

a

administration,

professional
the

individual colleagues.
case study subjects.

responsibility

teacher's

be

by

the

association

and

This was not true for the four

132

The union conducts inservice programs for teachers
related

to

certainly,
need

many

reassigned

which

has

problem may well
union

aspects

should

offerings.

of

the

profession.

Most

teachers is a critical area

been neglected. Since

this

serious

continue to be a serious problem,

include

this topic

as

of

part

of

the
their

Such action would demonstrate a commitment

to assist with critical needs of their membership.
Principals
instruction
organized
on

are

generally

recognized

leaders in a building.

Inservice could be

for specific situations by principals

needs.

These

could

include

systems with other teachers,

developing

based
"buddy"

substituting for teachers

to permit in-house observation or consultation,
special

as

attention

meetings,

securing

orientation
activities

to

and

needs
PTO

weekly

during

giving

regular

assistance

with

faculty
community

problem conferences.

could create an atmosphere of

Such

professional

concern and caring which could also increase continuous
support from colleagues.
to

be

actively

Certainly the principal needs

involved with

problem

solution

and

morale development.
The

researcher had the four case

complete

the

developed

to

survey

questionnaire

validate the

study
which

ethnographic

subjects
had

data.

been
The

133

expectation
the

was that they would respond

similarly
Four,

to

verbal

data.

As reported in Chapter

this

was not the

case.

The reasons were, of course, beyond

the

scope of this particular investigation.

However,

the

researcher

of

many

with

the

months

of

review

researcher.
about

believes it may be a
of

result

their experiences

The subjects had verbalized and reflected

their situation in such a manner that the

processes

constituted a therapeutic type of

for them.

Potter

(1981)

inservice

found, that as a result of the

reassigned teachers workshop,
more

study

participants developed a

positive attitude toward reassignment and

became

more concerned about the teaching tasks as measured
the

Teachers

Concern Questionnaire developed

by

by
the

University of Texas.
Involuntary reassignment

is one area

in

public

school teaching in which inservice training is the most
important

and professional consideration that could be

offered to those reassigned.
while

focusing

involuntarily
the

the

problems

reassigned teachers,

study,

encountered

by

revealed that

all

case study participants and the survey respondents

agreed

that

beginning
were

on

Findings in this

inservice

is

a

critical

in a reassignment position.

supported

by

Potter

(1981)

need

before

These findings
with

reassigned

134

teachers' general attitudes movement toward a
direction

through

workshops.

positive

Without

inservice

training, reassigned teachers will become apathetic and
less involved in professional activities.
It is the conclusion of this researcher that it is
the

responsibility of the school district

reassigned
programs.
for

teachers
The

effective
should

be

promote

insevice

and

Principals

continued

commitment

adding such programs
need

to

programs for specific
designed

provide

retraining

union should demonstrate a

professionalism by

offerings.

with

to

to

plan

to

its

and

implement

buildings.

Programs

relieve apathy and

involvement

in

stress,

professional

activities, and provide needed assistance with teaching
tasks.
way

Leaving reassigned teachers to survive the best
possible

through

their

own

trial

and

error

processes, does not demonstrate professional commitment
for

maintaining even minimal levels of

education.

excellence

in

Students deserve more.

Educational Implications
This study was designed to obtain descriptive data
for

four

reassigned.

case study subjects who

were

involuntarily

Data relative to student effects were not

135

obtained

and

only peripherally considered.

from this study may be inferred as an
the

teachers

educational

were

not

able

opportunities.

The data

indication

to

provide

Additional

quality

research

needed which would obtain data relative to the
on student cognitive,

that

effects

social and emotional development.

Stress is always a part of every situation.
are

always

differences

to situations.
finding

opportunity

in

how

individuals

There
respond

The data from this study supported

that

is

interpersonal

relationships

to participate in the

the

and

process are

an

needed

to decrease negative attitude development.

This is an

area

which has broad implications for

profession

and

should

not

be

reassigned teachers.

limited

just

the
to

involuntarily

Positive attitudes are supported

as necessary for

optimum

accomplishment.

should

continue

to

assist

teachers in avoiding undue,

identify

those

Research

processes

which

harmful stress and

thus decrease a negative mind set.
Many individuals often are content with particular
levels or personal or professional
person

does

promotions.
the

not

necessarily

accomplishment.

have

to

aspire

A
for

Additional research is needed to identify

many different ways in which teachers may consider

professional advancement to occur.

Some data from this

136

study
in

implied that advancement could be

extra

curricular

work

and

participation

general

professional

activities.

Knowledge of teacher goals could guide the

development

of opportunities where contributions would

be valuable while promoting professional esteem.
All

teachers

continually

need

strategies for teaching content.
teachers

presented

to

develop

The four case

evidence of having been

study

creative

but had become textbook centered in order to meet

the

curriculum objectives. Additional research is needed to
identify
by

the influences which contribute to creativity

teachers.

preservice

These data should be useful

and

all teachers.
with

with

both

inservice programs as a means to

help

In addition, specific research is needed

reassigned teachers which would

program

development

strategies

and

for subject

understanding

guide

inservice

content,
of

the

materials,
social

and

emotional development of the pupils.
These
they

teachers

had

not

Beginning

had

teachers

were performing duties for
recent

training

or

are faced with new

which

experience.
and

stressful

situations.

Although training is usually recent, their

limitations

of experience often require them to accept

jobs

in

subjects

experience.

or grade

Research

with

levels
new

without

teachers

previous
should

be

137

completed
this

to compare their needs with the

study.

results

of

Generalizations from such research could

assist with the development of professional development
programs applicable for new or reassigned teachers.
Professional
which
case

development for teachers is an

continues to need extensive revision.
study

unwilling

The four

subjects recognized their needs
to

but

assume the financial burden as

devote the time needed.

the

coaching

achieve

as

delivery

Additional research in areas such as

of teaching and specific

peer

well

were

Research needs to be conducted

which would identify the effects of inservice
from colleagues.

area

involvement

would

be

techniques
beneficial

to
to

reassigned teachers as well as the profession.
Reassignment
because
area

of

teachers is likely

of the continuing
has

received

such

to

continue

population

changes.

This

limited

attention

that

collection of accurate statistical data describing

the

situation

the

has

not

been

completed

by

either

departments of education or professional organizations.
A

survey

to develop statistical information would

be

useful in identifying geographic areas of greatest need
and/or differences of needs among subject/grade levels.
In addition, both
departments

of

the professional
education should

organizations
collect

and

statistical

138

data annually.

This would greatly assist in identifing

any impacted areas where special attention is needed.
The

issues

identified from this

insurmountable.
utilization
help

Recognition

study

are

not

of personal needs through

of effective interpersonal relations could

with

a

participating

feeling
in

that

at

least

the decision process.

he/she
It

is

is

this

researcher's conclusion that the key need for change in
the

process of reassignment may be for more

effective

strategies which create a positive mind set rather than
a negative attitude.
a

situation

necessity

Descriptive research is needed of

where

involuntary

reassignment

is

but where the process is so organized as

provide optimum involvement of the teachers.

a
to

It is the

opinion of this researcher that teacher involvement

in

the

of

process

could

change

the

negative

results

involuntary reassignment as determined by the data from
this study.

Summary
The
be

key issues discovered through this study

remediated by the profession.

teacher
procedures

unions
which

need

to

include

Administrators

negotiate
recognition

can
and

reassignment
of

seniority

139

protection

but which will also involve the

teacher.

It should be a process to at least establish

a better system of informing a person of
Positive
which
needs.

specifically designed to
The

case

should

not

needed

assistance

the

reassignment.

attitudes can be maintained through inservice

is

needs

individual

have

study teachers
become

were

textbook

with

meet

reassignment
creative

controlled.

understanding

the

as well as the subject matter content.

They

students'
Much of

inservice needs could have been met by the use

district personnel and resources.
this

researcher

teacher

unions

responsibility
reassigned
powerful
processes

to

that

failed

to

district
in

Working

can provide the

decrease the

of

It is the opinion of
leadership

their

together,
leadership

educational

and

professional

provide for the minimal

teachers.
forces

the

and

needs

for

these

two

and

the

disadvantages

which result from involuntary reassignment of teachers.

APPENDICES

APPENDIX A

Population Projections for Oakland
County and Michigan to Year 2000

140

APPENDIX A
POPULATION PROJECTIONS
F O R OAKLAND COUNTY AND MICHIGAN TO THE YEAR 2000

OAKLAND COUNTY

Age

1970-75

5-9

-3%

1975-80
-15%

10-14

3%

2.9%

15-19

1%

1%

1980-85

1985-90

1990-2000

-10%

1%

1%

-15%

-8%

1%

1%

1%

1%

MICHIGAN

1970-75

1975-80

1980-85

5-9

-6%

-6%

-8%

1%

1%

10-14

-3%

-2%

-9%

-8%

1%

15-19

1%

0%

-3%

9%

0%

SOURCE:

1985-90

1990-2000

Age

Percentages developed from data supplied b y the Michigan
Department of Management and Budget, Office of the Budget,
Information System Division

APPENDIX B

Michigan Public K-12 Pupil Enrollment
by Grade Level

141

A P P E N D I X

B

MICHIGAN PUBLIC K-12 PUPIL ENROLLMENT BY GRADE LEVEL

School
Years

K-3

4-6

7-9

10-12

K-12

1971-72
1972-73
1973-74
1974-75
1975-76
1976-77
1977-78
1978-79
1979-80

658,733
534,525
609,954
596,465
593,166
588,933
574,653
554,267
524,910

502,551
498,684
488,799
473,630
451,601
430,613
414,840
407,554
409,267

518,578
518,521
516,036
512,494
506,107
496,190
479,150
457,555
435,955

461,899
471,767
473,912
473,860
475,334
473,452
460,862
450,435
434,526

2,141,761
2 ,123,497
2 ,088,701
2,056,449
2 ,026,208
1 ,989,188
1 ,929,505
1 ,869,811
1 ,804,658

1980-81
1981-82
1982-83
1983-84
1984-85

498,221
482,506
479,679
481,509
491,329

411,615
400,338
377,861
355,171
342,450

420,352
413,470
415,529
417,930
407,051

419,602
400,908
383,661
370,353
364,756

1,749,791
1 ,697,222
1 ,656,730
1 ,624,963
1 ,605,586

333,665
334,852
338,897
350,031

384,367
361,083
348,047
339,052
340,062

369,374
357,674
337,280
317,692

1985-86
1986-87
1987-88
1988-89
1989-90

1990-91
1991-92
1992-93
1993-94
1994-95

343,958
355,396

(Hecker - Ignatovich MSU 1/81)

306,588
298,882
300,678
304,550
314,440

APPENDIX C
Functions and Tasks of Teaching

142

APPENDIX C
FUNCTIONS AND TASKS OF TEACHING
TEACHING FUNCTIONS AND TASKS

Develop and Manage Instructional Programs
1.

Curriculum content and goals— a description of the perceptions of
how the involuntarily reassigned teachers were involved in formulat­
ing curriculum content at the times of the interviews;

2.

Strategies— a description of the perception of how involuntarily
reassigned teachers employed various learning techniques while
teaching at the time of the interviews;

3.

Activities— a description of the perception of the kinds of tech­
niques and materials were being used in managing instruction at the
times of the interviews;

4.

Materials— a description of the perceptions of involuntarily re­
assigned teachers in developing and selecting teaching materials at
the time of the interviews;

5.

Teacher Expectations— a description of the perceptions of the in­
voluntarily reassigned teachers of their expectations of their
students at the time of the interview.

Functions of Teaching-Learning Process
1.

Environment— a description of the perceptions of the involuntarily
reassigned teacher in establishing an instructional environment at the
time of the interviews;

2.

Episodes— a description of the perception of the involuntarily re­
assigned teachers for developing instructional units at the time of
the interviews;

3.

Interactions— a description of the perceptions of the reassigned
teachers as to their frequency of questioning and explaining to
students to assist in learning and growth at the time of the interview,

4.

Discipline~a description of the perception of the involuntarily re­
assigned teachers in handling student behavior in the classroom at the
time of the interviews.

Professional Activity and Inquiry
1.

Professional Activities— a description of the perceptions of the in­
voluntarily reassigned teachers in contributing to professional
activities at the time of the interviews;

2.

Institution Policies— a description of the perceptions of the in-

143

voluntarily reassigned teacher in assisting with the development
and communication of institutional goals and policies;
3.

Scholarly Inquiry— a description of the perceptions of the involun­
tarily professional improvement.

APPENDIX D
Letter to Local Education Association

APPENDIX D
COVER LETTER AND FORM TO LOCAL
EDUCATION ASSOCIATIONS

1 69 L y n w o o d L a n e
Battle Creek, Michigan 49015
F e b r u a r y 17, 1 9 8 4

Dear Colleague,
In an a t t e m p t t o g a t h e r d a t a f o r m y d o c t o r a l d i s s e r ­
t a t i o n , I f i n d it n e c e s s a r y to s o l i c i t y o u r h e l p in
s u p p l y i n g me with the names, a d d r e s s e s and t e l e p h o n e
n u m b e r s o f t e n ( 10) t e a c h e r s in y o u r d i s t r i c t w h o h a v e
b e e n i n v o l u n t a r i l y r e a s s i g n e d in t h e p a s t t w o (2) y e a r s .
By r e a s s i g n m e n t , I am r e f e r r i n g to t h o s e t e a c h e r s
w h o h a v e b e e n p l a c e d in t e a c h i n g p o s i t i o n s w h e r e t h e y
h a v e h a d no r e c e n t t r a i n i n g o r e x p e r i e n c e .
Please use the attached sheet for the information.
Y o u r p r o m p t c o n s i d e r a t i o n in t h i s m a t t e r w i l l be
greatly appreciated.

145

NAME
1.
2.
3.

.

4

5.

6.
7.
8.
9.
10.

COMMENTS:

ADDRESS

TELEPHONE NUMBER

APPENDIX E
Interview Guides

146

APPENDIX E
INTERVIEW GUIDES

PRE-INTERVIEW GUIDE

1. What Is your educational background, beginning with college?
a. Was your certification in the area in which you arepresently
b. What was the subject(s) and grade level(s) of certification?

working?

2. What has been your teaching experience?
How many years had you been working i n ______________ ?
(subject area)
3. Were you comfortable in that assignment?
4.

How long have you been working in your present assignment?

5.

How
a.
b.
c.

6.

What problems have you encountered in the present assignment?
a . Principal
b . Peers
c. Students

7.

Has
a.
b.
c.

8.

If you have encountered any problems, how have you been able to cope with
them?

9.

What have been some of your feelings about the change?

were
Were
When
What

you informed about the present assignment?
you pleased with the method used to inform you of thereassignment?
were you informed about the reassignment?
were your feelings about the reassignment?

the reassignment caused any other life problems?
Family
Illnesses
Requiring help with the stress

10.

Has anything been done building-wise or district-wise to help you in making
the transition?

11.

How do you feel about your assignment now?

12.

Comments:

147

ON-GOING INFORMAL INTERVIEW GUIDE

1.

What conversations are you having with other teachers?

2.

What support are you receiving from the administration?

3.

What kind of in-service have you had since the last time I visited?

4.

What kind of stress are you feeling now about the

assignment?

5.

What are the most positive things you are finding

about the assignment?

6.

What are the most negative things you are finding

about the assignment?

7.

Are your professional goals the same as they were when you were in the
previous teaching position?

8.

Comments:

^Additional probers are used when appropriate.

148

POST INTERVIEW GUIDE
1.

What problems have you encountered with the following:
(a) principal
(b) peers
(c) students

2.

Have any life problems resulted with:
(a) family
(b) illness
(c) requiring help with stress

3.

How have you been able to cope with the reassignment?

4.

What are some of your feelings about the change?

5.

Has anything been done building-wise or districtwise to help you in making
the transition?

6.

How do you feel about the assignment now?

7.

How are your peer relations?

8.

What kind of support do you get from the administration?

9.

What have you found to be the most stressful in this assignment?

10.

What has been your attitudes about the reassignment?
(a) positive
(b) negative

11.

What are your professional goals?

12.

Are other teachers helpful in your assignment?

13.

Is there an evaluation plan in place for involuntarily reassigned teachers?

14.

Have you taken any workshops or courses to prepare you for yourpresent
assignment?

15.

Have you received extra planning time?

16.

Is stress reflected in your professional work with:
(a) colleagues, (b) parents, (c) administrators

APPENDIX F
Observation Guide

OBSERVATION GUIDE

Teacher

DEVELOP AND MANAGE INSTRUCTIONAL PROGRAMS

Date

Curriculum
Materials
Cont e n t & Goals________ Units_______ Stra t e g i e s _______ A c t i v i t i e s ______ N a t u r e / S o u r c e

T eacher
Expectations

:
F U N C T I O N S O F T E A C H I N G - L E A R N I N G P R O C E S S ______________________________
____________ I n t e r a c t i o n s __________________
Questions
Explanations
E n vironment_______ Episo d e s_________ Frequency

Closure &/or
Integration

Discipline

o
w
to
M
*

^

>
H

hi
M

§

j=j

Q
w

^

o
td

(-■

to

PROFESSIONAL
P r o fessional

Activities

Institutional

A C T I V I T Y A ND INQUIRY ____________________
Policies

Scholarly

Inquiry

APPENDIX G
Survey Questionnaire and Cover Letter

150

APPENDIX G
REASSIGNED TEACHER SURVEY
QUESTIONNAIRE
MICHIGAN STATE UNIVERSITY
BATTLE CREEK AREA TEACHER EDUCATION CENTER

The education association has provided your name as a teacher
who has been recently involuntarily reassigned to a grade
level/subject area other than where'you prefer to teach. My
doctoral study has been designed to examine the special unique
problems which may confront involuntarily reassigned teachers. I
have been working closely with four such teachers for almost a year.
This work has included detailed interviews and in-class observations.
The purpose of this questionnaire is to determine the degree of
similarity of experiences for other involuntarily reassigned
teachers. Be assured, you are guaranteed, under the MSU
University research policies, that no person will be identified
or any information published which could result in your identifica­
tion. All data will be grouped in any written report.
—
I need, and will greatly appreciate your cooperation. Please
complete and return the enclosed survey. A stamped, addressed
envelope is enclosed. If you should need further information,
please telephone me at my home in Battle Creek, 968-2914 after
5:00 p.m. or you may contact my dissertation chairperson,
Dr. Banks Bradley at the MSU-Battle Creek office, 962-5581,
Ext. 151

Virginia Fields

Banks Bradley, Associate Professor
Dissertation Director
M iller-Stone B uilding • 77 C apital A venue. N.E. • B attle C reek. M ic h i g a n 49016 • Telephone (6 16) 962-5581, Ext. 151

MSU is an Affirmative Action/Equal O pportunity Institution

151

Survey of Involuntarily Assigned Teachers
Biographical Information:
1.

Male

Please check or complete information requested.

_____

Check your age range:

Female ______
2.

_____ 30-39; _____ AO-49; _____ 50-59; _ _

over 6 0

Grade level/subject area you taught Before Reassignment
After Reassignment

3.

_ _ _ _ 20-29;

.

Your description of type of school where you taught Before Reassignment
(Urban, Suburban, Rural) _ _ _ _ _ _ _ _ _ _ _ _ _ _ After Reassignment ______________

4.

Size of class(es) (give approximate number)
Before Reassignment

5.

After Reassignment _____________

Your assessment of general ability level of students (High, Above Average,
Average, Below average, Poor)
Before reassignment ■■

6.

After Reassignment _ _ _ _ _ _ _ _ _ _ _

Check the college degrees earned:
BA or BS
MA + credits

______ MA

_ _ _ _ _ Specialist

___

Doctorate

7.

Total number of years you have taught? ____________

8.

Number of years you have taught in your current school system?

9.

Type of certification you have (check all that apply)
_____ Provisional only

_____ Continuing

Elementary

10.

_

Secondary, ^ j ° r_
Minor
Vocational Endorsement

Special Education Endorsement

_

Michigan only

_____ Certified in other states
(please list)

Do you plan to continue in the teaching profession?

152

Survey of Involuntarily Reassigned Teachers

Marking Instructions:

The following pages describe teaching

tasks or educational activities.

Circle the response which

best describes the extent of your involvement in each
General Activity area Before Reassignment and After
Reassignment.

Specific Activity items listed after each

General Activity item are possible descriptors of the
specific nature of your involvement.

Please check the

specific activities which describe you Before and After
Reassignment.

PLEASE MARK YOUR RESPONSES CLEARLY.

PLEASE

BE SURE TO MARK EVERY GENERAL ACTIVITY ITEM AND CHECK THE
SPECIFIC ACTIVITIES WHICH APPLY TO YOU.
KEY:

1 3 no involvement
2 ** some
3 = moderate
4 = high
5 = extremely high level of involvement.

SAMPLE
Before

Area: Personal Exercise

After

Reassignment
1 2 3© 5

(General Activity) Regular exercise is an important
activity for me.

Reassignment
1©3 4 5

Specific Activities (Check all that apply)

V/'

I did/do exercise daily for 20 minutes______________________ _____
I did/do exercise for 20 minutes, three times per week
I did/do no exercise every day
Other: (Please add appropriate descriptors in this space)

^
_____

153

Survey of Involuntarily Reassigned Teachers

KEY:

Before
Reassignment
12

1
2
3
4
5

Area:
1.

3 4 5

=
=
»
=
=

no involvement
some
moderate
high
extremely high level of involvement

Curriculum Content:

After

(General Activity) Formulate Curriculum Content:
Reassignment
Contributing to the development of the curriculum which
encompasses your major teaching responsibility.
12 3 4 5

Specific

Activities (check all that apply)

I did/do

not have time for this activity

_____

I was/am

not interested in this activity

_____

I was/am involved in my grade level/subject area

_____

I did/do serve on a district curriculum or textbook
committee
Other:

2.
1 2 3 4 5

(General Activity) Subject Content: Maintaining a
written summary of subject matter content and goal
statements for each of your students.

Specific Activity (Check all that apply)
I did/do not have time for this activity
I was/am not sufficiently familiar with the subject/grade
level for this activity
Other:

3.

(General Activity) Developmental Content:
Maintaining a written summary of the personal develop­
ment, curriculum and goals for each of your students.

12

3 4 5

Specific Activities (Check all that apply)
I was/am not sufficiently knowledgeable with the____________ _____
developmental expectation of my students to complete
this task.
I did/do not have sufficient.time for this activity
Other:

_____

J. 0*4

Survey of Involuntarily Reassigned Teachers

KEY:

Before
Reassignment

1
2
3
4
5

Area:
4.

1 2 3 A 5

=
=
=
=
=

no involvement
some
moderate
high
extremely high level of involvement

The Educational Needs of Individual Students

(General Activity) Student Problems: Assisting
students in resolving education related problems
which interfere with learning and growth.

Specific Activities

After
Reassignment
1 2 3 4 5

(Check all that apply)

I did/do rely primarily on counselors to complete this task
This task was/is too difficult to complete for my teaching
assignment
I did/do help students with this task
Other:

(General Activity) Student Referrals: Identifying
and referring to specialists, students having except­
ional needs and/or problems which limit normal
development.

1 2 3 4 5

1 2 3 4 5

Specific Activities (Check all that apply)
I did/do not have time to complete this task
There were/are no specialists available
I was/am not qualified to complete this task
Other:

6.

(General Activity) Self-Directed Learning:
Assisting students to develop plans, learning stra­
tegies, and study skills to pursue educational
goals through self-directed learning.

Specific Activities (Check all that apply)
I was/am not knowledgeable enough with the grade level/
subject area to complete this task.
I did/do encourage students to do self-directed learning
I did/do teach students to do self-directed learning
Other:

1 2 3 4 5

155
Survey of Involuntarily Reassigned Teachers
KEY:

Before
Reassignment

1
2
3
4
5

Area:
7.

12 3 4 5

=
=
=
=
=

no involvement
some
moderate
high
extremely high level of involvement

Develop Course/Subject Outlines

(General Activity) Developing courses that reflect
the desired educational purposes and content

After
Reassignment
1 2 3 4 5

Specific Activities (Check all that apply)
I was/am not familiar enough with the grade level/subject
area to complete this task
I did/do modify district course outlines when completing
this task
Other:

8.

12 3 4 5

(General Activity) Instructional Units: Developing
instructional units that include teaching strategies
that facilitate student engagement in learning
activities

1 2 3 4 5

Specific Activities (Check all that apply)
I was/am not familiar enough with the grade level/subject
area to complete this task
I did/do follow the school handbook and teachers guide
to complete this task
I did/do not have time to complete this task
Other:

9.
1 2 3 4 5

(General Activity) Teaching Materials: Developing
and selecting teaching materials, resources and
facilities that will reflect quality, currency,equity
and safety.

Specific Activities

(Check all that apply)

I did/do not have time to complete this task
I did/do use material files from the school to complete
this task
I did/do not complete this task because instructional
materials are not available
Other:

1 2 3 4 5

156
Survey of

KEY:

1
2
3
4
5

Area:

=
=
=
=
=

Involuntarily Reassigned

Teachers

no involvement
some
moderate
high
extremely high level of involvement

Develop Course/Subject Outlines (continued)

Before
Reassignment

After

10.

12 3 4 5

(General Activity) Program Evaluation: Evaluating the
results of the curriculum and instructional programs
for modification and improvement

Reassignment
-------- 1--12 3 4 5

Specific Activities (Check all that apply)
I did/do not have time to complete this task

_____

Other:

_____

Area:
11.
1 2 3 4 5

Execute The Teaching-Learning Processes
(General Activity) Instructional Environment:
Establishing an organizational system and environment
for effective teaching and learning

Specific Activities (Check all that apply)
I did/do not have time to complete this task
I did/do not have sufficient experience in the grade level/
subject area to complete this task
Other:

12.

(General Activity) Instructional Activities:
Organizing and using instructional activities with
specific techniques and materials

Specific Activities

(Check all that apply)

I did/do not have time to complete this task
I was/am not sufficiently confident with the grade level/
subject matter to complete this task
I did/do not have sufficient knowledge with the grade
level/subject matter to complete this task
I did/do follow the teacher's guides from the textbooks/
curriculum to complete this task
I did/do complete this task because of the help from other
teachers
Other:

157

Survey of Involuntarily Reassigned Teachers
KEY

Before
Reassignment

1
2
3
4
5

Area;

*
=
=
=
=

no involvement
some
moderate
high
extremely high level of involvement

Execute the Teaching-Learning Processes (continued)
After

13.

1 2 3 4 5

(General Activity) Student Behavior; Resolving
individual and/or group behavioral situations which
interfere with student achievement

Specific Activities

Reassignment

1 2 3 4 5

(Check all that apply)

I was/am concerned about my understanding of school
policies which relate to this item
I did/do have difficulty motivating students in my
teaching assignment
I did/do have difficulty keeping students on task in
my teaching assignment
I was/am concerned about student discipline techniques
in my teaching assignment
Other:

Area;
14.
1 2 3 4 5

Assess and Report Student Learning and Growth
(General Activity) Freassessing students' level of
skill and knowledge in each area before instruction

Specific Activities;

1 2 3 4 5

(Check all that apply)

I do not have time to complete this task
Other:

15.
1 2 3 4 5

(General Activity) Evaluating Learning: Assessing
the progress and attainment of each student's
learning and growth

Specific Activities
Other:

(Check all that apply)

1 2 3 4 5

158

Survey of Involuntarily Reassigned Teachers

KEY:

Before
Reassignment

1
2
3
A
5

Area:

= no involvement
= some
= moderate
= high
= extremely high level of involvement

General Institutional and Professional Activities
After

16.

1 2 3 A 5

(General Activity)
Contributing to the school act­
ivities and operations when fulfilling necessary noninstructional assignments

Reassignment
1

2

3

A

5

1

2

3

A

5

1

2

3

A

5

Specific Activities (Check all that apply)
I did/do not have time to complete this task
I did/do assist with school-wide pupil activities
Other:

17.
1 2 3 A 5

(General Activity) Learning Climate: Cooperating
in maintaining a positive learning climate within the
institutions.

Specific Activities (Check all that apply)
I did/do work cooperatively with administrator and
teachers to complete this task
I did/do not have time to accomplish this task
Other:

Area:
18.

General Institutional and Professional Activities
(General Activity) Institutional Policies: Assisting
in developing and communicating institutional goals
and policies

Specific Activities (Check all that apply)
I did/do not have time to assist with this task
I have not been asked to assist with this task
I did/do want to assist with this task
Other:

159

Survey of Involuntarily Reassigned Teachers

KEY:

1
2
3
A
5

Area:

19.

1 2 3 A 5

no involvement
some
moderate
high
extremely high level of involvement

Participation in Professional Development and
Scholarly Inquiry

Before
Reassignment

=
=
=
=
=

After

(General Activity) Professional Knowledge: Acquiring
an awareness of current theories and practices in the
content area of which I am assigned to teach

Reassignment

Specific Activities (Check all that apply)
I did/do not have time for this task

_____

I was/am responsible for completing this task for myself

_____

I did/do need to increase my proficiency in the grade level/
subject area of my assignment
I will agree to transfer to a different assignment if
the school district is financially responsible for
retraining
Other:

20.

(General Activity) Knowledge Development: Contribut­
ing to the development of in-service programs in the
areas of my subject specialization
1 2 3 A 5

Specific Activities (Check all that apply)
I was/am not interested in this task

_____

I did/do not have time for this task

_____

Other:

______

160

Survey of Involuntarily Reassigned Teachers

KEY:

1
2
3
4
5

Area:

=
=
=
=
=

no involvement
some
moderate
high
extremely high level of involvement

Participation in Professional Development and
Scholarly Inquiry (continued)

Before
Reassignment

After

21.

(General Activity) Professional Improvement:
Pursuing activities to promote one's own professional
performance

Specific Activities

Reassignment

(check all that apply)

I did/do not need additional professional development at
the grade level/subject area of my assignment
I was/am interested in professional development only
if it is provided at the school district's expense
I did/will voluntarily seek professional development to
improve ray teaching performance at my expense
Other:

22.

(General Activity) Professional Involvement:
Participating and communicating with professional
organizations and policy making groups in education

Specific Activities

(Check all that apply)

I did/do not have time for this activity
I was/am a member of professional organizations but I did/
do not actively participate
I was/am active in professional organizations
Other:

12 3 4 5

161

Survey of Involuntarily Reassigned Teachers

USE THE FOLLOWING KEY FOR NUMBERS 23, 2A and 25
KEY:

1
2
3
A
5

=
=
=
=
=

Daily
Frequently
Occasionally
Rarely
Never

Before
Reassignment

After

Area:

23.

Participation in Professional Development and
Scholarly Inquiry (continued)

R ea ss ignment

How frequently did/do you discuss your Teaching Tasks
and professional concerns with each of the following?
(check all that apply)

1

23 A 5

Principal

1

23 A 5

1

23 A 5

Other administrator

1

23 A 5

1

23 A 5

Teacher(s) of same grade level/subject area

1

23 A 5

1

23 A 5

Other Teachers

1

23 A 5

1

23 A 5

Other:

1

23 A 5

Area:

2A.

Participation in Professional Development and
Scholarly Inquiry (continued)
When you have had difficulty during the school year,
to whom have you turned for advice and assistance?
(check all that apply)

I 2 3 A 5

Principal

1

23

A

5

1 2 3 A 5

Other administrator

1

23

A

5

1 2 3 A 5

Teachers of same grade level/subject area

1

23

A

5

I 2 3 A 5

Other Teachers

1

23

A

5

1 2 3 A 5

Spouse or family

1

23

A

5

I 2 3 A 5

A friend who is not a teacher

1

23

A

5

1 2 3 A 5

Other:

1

23

A

5

162

Survey of Involuntarily Reassigned Teachers

KEY:

1
2
3
4
5

Area:

1 2 3 4 5

25.

A.

Daily
Frequently
Occasionally
Rarely
Never

Participation in Professional Development and
Scholarly Inquiry (continued)

Before
Reassignment

*
=
=
=
=

Report Achievement: Which of the following aspects
of achievement or growth did/do you report to:
(check all that apply)
Parents
1. Knowledge of subject matter

1 2 3 4 5

2.

Problem solving skills

1 2 3 4 5

3.

Extent to which learning is self-directed

1 2 3 4 5

4.

Level of Developmental growth

B.
1 2 3 4 5

The Students themselves
1. Knowledge of subject matter

After
Reassignment

1

23 4 5

1

23 4 5

1

23 4 5

1

23 4 5

12

3 4 5

1 2 3 4 5

2.

Problem solving skills

12

3 4 5

1 2 3 4 5

3.

Extent to which learning isself-directed

12

3 4 5

1 2 3 4 5

4.

Level of Developmental growth

12

3 4 5

Thank you for your participation. Please use the
enclosed stamped envelope for return.
______ Check here if you want to receive a copy of the
results of this study and provide your address;
(Availability anticipated by September, 1984)

APPENDIX H
Demographic Information Reassigned
Teachers Questionnaire

163
'

APPENDIX H

REA SS IG NE D

TEACHERS

D EM OG RA PH IC

1.

W ha t

Is

y o u r

n e w

Subject(s)

2.

QUE ST IO NN AI RE
D AT A

a ss ignment

Grade

Number of years teaching experience:
_____________ years

3._______ Male _____ Female

4.

Cirlce your age range:
21-30

31-40

41-50

51+

5.

During what month were you informed of your reassignment?

6.

Which designation best describes your status at the end of school last June?
Pink slipped
Under contract and reassigned
Under contract but unassigned
Other (specify) _________________________________________ .____________

7.

How were you informed about your reassignment?
Personally
Telephone
Letter
__ _ Memo
Other (specify) _______________________________________________.________
How would you describe the way you were informed about your new assignment?

8.

Were

you

YES

g iven

a n

opp or tu ni ty

NO

to

choose

b et we en

two

or

m or e

a ssignments?

164

9.

Was your assignmenC changed at any time before you assumed this new position?
YES

10.

How would you describe the time you had to prepare for the new assignment?
Very
Inadequate
Adequate
1

11.

2

3

4

5

6

Have you ever been involuntary transferred before?
YES

12

NO

NO

Did you change buildings?
(If no, go on to question 13) (If yes, answer questions a & b)
NO
YES

13.

a.

Did you want to be assigned to this new building?

Yes

No

b.

Was the change into a new organizational level
(elementary to junior high; middle school to
high school, etc.)?

Yes

No

Did you make a grade level change?
(If no, go oh to question 14) (If yes, answer questions a - f)
NO
YES
a.

Was the change three or more grade levels?

Yes

No

b.

Did you want to teach at this new level?

Yes

No

c.

How many years ago did you last teach this new
grade?

years ago

d.

How would you describe your background for
working with this new age group?

Inadequate

Never
Very
Adequate

1
14.

Did you change subject areas?
(If no, go on to question 15) (If yes, answer questions a - e)
NO
YES
a.

Did you want to teach this new subject area?

Yes

b.

How many years ago did you last teach in
this subject area?

years ago

No

Never

165

c.

How many years ago did you last take courses in this area.
years a g o

d.

How would you describe your academic preparation?

e.

How would you describe your academic preparation?

M ajor

How would you describe you knowledge of
instructional materials for this new
subject area?

2

3

Adequate
4

Inadequate
1

15.

Few courses

Inadequate
1

2

3

1
1
1
1

2
2
2
2

3
3
3
3

4
4
4
4

5
5
5
5

negative
reluctant
angry
frustrated

respected
cared about
involved
informed
tense

1
1
1
1
1

2
2
2
2
2

3
3
3
3
3

4
4
4
4
4

5
5
5
5
5

exploited
not cared about
uninvolved
uninformed
relaxed

5

Adequate
4

Please circle the appropriate number below to indicate your reaction to
this reassignment.
positive
Eager
happy
please

Never

5

166

REASSIGNED TEACHERS QUESTIONNAIRE
1983-84
Listed below are people who may have been supportive during this
transition time. Please indicate with a check the amount of sup­
port you would have liked and the amount of support you received.

Former Principal
(if in a new building)
Central Administrators
Teachers in your new
building
Teachers in your former
building
Friends (non-education)
Family
Parents at School

COMMENTS:

A Lot

Some

Very
Little

SUPPORT RECEIVED

None

A Lot

Some

Very
Little

Principal

None

SUPPORT YOU WOULD
HAVE LIKED

APPENDIX I
Data Analysis for Interviews

m
Informant
No.

m

________________________

____

TIT

j— j

noT

m

fjyj
What kind of support do youget
from the admin­
istration?

What are some
of your feel­
ings about
the change?

Has anything been
done building-wise
or district-wise to
help you in making
the transition?

How do you feel
about the re­
assignment now?

(14)
What are your
professional
goals?

(15)
Are other teachers
helpful in your
assignment?

(18)
(16)
(17)
Have you reIs there an eval- Have you taken any
uation plan in
workshops or courses to ceived extra
planning time?
place for invol.
prepare you for your
reassigned teachers? present assignment?

How are your
peer relations?

rsi

m

Problems encoun- Life Problems How Did you
tered: 1 .Principal Caused: 1.
cope with
2. Peers 3.StuFamily 2.111- the reassigndents
ness 3 .Requir-ment?
ing help with
__
stress

fl2l
What have you
found to be
the most
stressful in
this assignment?

r m
What has been
you attitude
about the re­
assignment:
positive or
negative?

!INTERVIEW

m

m

Educational BackTeaching ExperHow Mere You Informed
ground Certification ience subject Areas About the Reassignment?

GUIDE
(19)
Is Stress Reflected in your
professional work with: 1.
colleagues. 2. parents, 3.
administrators

APPENDIX J
Survey Questionnaire Tabulation

Before Reassignment
Caie Study
Pertlclpenti
H«4

Survey
Respondent*

Areai
I.

N»3Q

C urriculum Contenti

(General Activity) Formulate C urriculum C o n t e n t s
dontrlbuting to (he development of the curriculum which
tneompasst's your major teaching responsibility.

After Reassignment
Case Study
Participants
N=4

Survey
Respondents

N=J0

4

1 dld/do not have time for^ this activity.

17

SURVEY

1

I

I w as /a m not interested In this activity.

10

OP

1

23

I w as/am Involved In my grade leval/subject.area.

17

1

18

i did/do serve on a district curriculum or textbook conmittee.

2.

S

(General Activity) Subject C o n t e n t i Maintaining a written
sumnary of subject matter content and goal statements for
each of your students.

Specific Activity (check all that apply)
12

I dld/do not have time for this activity.

3

is

10

I w a s / a m not sufficiently familiar with the aubject/grade level
for this activity.

1

is

3.

(General Activity) Developmental C o n t e n t i
Maintaining a written stannary of (he personal development,
c urriculum and goals for each of your students.

8peelflc Activities (Check all that apply)
11

1 w a s / a m not sufficiently knowledgeable with the developmental
expectations of my students to complete this task.

2

17

11

1 did/do not have sufficient time for this activity.

4

IS

INVOLUNTARILY REASSIGHBD TEA CH ER S
Responses To Survey Items

2

8peclflc activities (check all that apply)

Areat
4.

The Educational Heedi of Individual Students

(General Act iv it y ) Student P r o bl em s i Assisting students
In resolving education related problems which interfere
wit h learning and growth.

8pcclfic ictlvltics (Check all that apply)
1 did/do rely primarily on counselori to complete this task
This task was/is -too difficult to complete for my teaching
assignment.
I did/do help students with this task.

S.

(General A ctivity) Student R e f e r r a l s ! Identifying and
referring to specialists, students having exceptional needs
and/or problems which limit normal development.

Specific Acivities (Check all that apply)
I did/do not have time to complete this task.
There were/are no specialists available.
I w a s / a m not qualified to complete this task

S.

(General Activity) Self-Directed Lea rn in g !
Assisting students to develop plans, learning strategies,
and study skills to pursue educational goals through
self-directed learning.

Specific Activities (Check all that apply)
1 w a s / a m not knowledgeable enough with the grade level/subject
area to complete this task.
_
.......
I did/do encourag: students to do self-directed learning.
1 did/lo teach students to do self-directed learning

AREA;
7.

Develop Courtc/8ublcct Outlines

(General Act iv it y ) Developing courses that reflect the desired
educational purposes and content.

Specific / ctlvltles (Check all that apply)
I w a s / a m not familiar enough with grade level/subject area to
complete this task.
I did/do modify district course outlines when completing this
task.

I.

(General Act iv it y ) Instructional Unltsi Developing
Instructional units that Include teaching strategies that
facilitate student engagement in learning activities.

Specific Activities (Check all that apply)
I w a s / a m not familiar enough wit h the grade level/subject area
to complete this task.
1 dld/do follow the school handbook and teachers guide to
complete this task.
I dld/do not have time to complete this tesk.

1.

(General Act iv it y ) Teaching Materlalst Developing and
selecting teaching materials, resources and facilities
that will reflect quality, currency, equity and safety.

Specific Activities (Cheek all that apply)
I dld/do not have time to complete this task
I did/do use material files from the school to complete this task.
1 did/do not complete this task because instructional materials
are not available.

10.

(General A ctivity) Program Evaluation: Evaluating the
results o t the curriculum and Instructional programs (or
modification and Improvement.

Specific Activities (Check all that apply)
It

1 dld/do not have time to complete thla task.

ABEAt
II.

II

Execute The Tcachlng-Lcarnlng Processes
(General A ctivity) Instructional E nv ironment!
Establishing an organisational system and environment for
affective teaching a n d learning.

Specific Activities (Check ell that apply)
I did/do not have time to complete this task.

13

It

i did/do not have sufficient experience In the grade
level/subject area to complete this task.

16

It.

(General A ctivity) instructional activltiest
Organising and using instructional activities with
specific techniques and materials.

Specific Activities (Check all that apply)
i did/do not have time to complete this task

B

I w a s / a m not sufficiently confident with the grade level/
subject matter to complete this task.

•

1 dld/do not have sufficient knowledge with the grade
level/subject matter to complete this task.

11

I dld/do follow the teacher's guides from the textbooks/
curriculum to complete this task.

13

I did/do complete this task because of the help from
other te< chers.

171

1)

13.

(General A ctivity) Student Beheviori Resolving individual
and/or group behavioral situations which interfere with
student achievement.

Specific Activities

(Check.all that apply)

I w as /a m concerned about m y understanding of school policies
which relete to this item.
I dld/do have difficulty motivating students in m y teaching
assignment
I did/do have difficulty keeping students on task in my
teaching assignment
I w as/am concerned about student discipline techniques
in my teaching assignment

AREAt
14.

Assess and Report Student Learning and Growth
(General A c t iv it y ) Preassessing students' level of skill
and knowledge in each area before instruction.

Specific Act lv it ie s >

(Check all that apply)-

1 do not have time to icompleta this task.

IS.

(General Act iv it y ) Evaluating Learningi Assessing the
progress and attainment of each student's learning and
growth.

Specific.Activities (Check all that apply)

AREAi
It.

General institutional and P r o v i s i o n a l Activities
(General Act iv it y ) Contributing to the school activities
and operations wnen fulfilling necessary non-instructional
assignments.

Specific Activities (Check all that apply)
1 did/do not have time to complete this task.
I did/do-assist with school-wide pupil activities

17.

(General A c t iv it y ) Learning Climatet Cooperating In
maintaining a positive learning climate within the
institutions.

Specific Activities (Check all that apply)
I did/do work cooperatively with administrator and teachers
to complete this task
I did/do not have time to accomplish this task.

II.

(General A c t iv it y ) Institutional Follclest Assisting in
developing and comnunieating Institutional goals and policies.

Specific Activities (Cheek all that apply)
1 did/do not have time to assist with this task
1 have not been asked to assist with this task
1 did/do not want to assist with this task

AREA)

19.

Participation In Professional Development and
8cholarly InquirT

(General Act iv it y ) Professional Knowledge) Acquiring
an awareness of current theories and practices in the
content area of which I a m aaslgned to teach.

I did/do not have time for this task.
I w as /a m responsible for completing this task for myself.
I did/do need to Increase m y proficiency In the grade level/
subject area of my assignment
I will agree to transfer to a different assignment if the
school district Is financially responsible for retraining.
Other) I agree to transfer to a different assignment and do
the job to the best of m y ability.

90.

(General A ctivity) Knowledge Development) Contributing
to the development of In-service programs in the areas of
subject specialization.

Specific Activities (Cheek all that apply)
1 w as /a m not Interested In this task
I did/do not have time for this t a s K
Other)

tl.

Member of Steff Development Consul tee

(General Act iv it y ) Professional Improvements
Pursuing activities to promote one's own professional
performance

Specific Activities (check all that apply)
I did/dc not need additional professional development at
the gra> e level/subject area of m y assignment
I w as /a n Interested In professional development only if it
Is provided at the school district's expense
I did/will voluntarily seek professional development to
Improve my teaching performance at m y expense

22.

(General A ctivity) Profeasional Involvement!
Participating and comnunIeating with professional organizations
and policy making groups in education

gpeclfic Activities (Check all that apply)
IS

1 did/do not have time for this activity

21

14

1 w a s / a m a member of professional organizations but 1 did/do not
actively participate

20

15

I w a s / a m active in professional organizations

23.

6

H o w frequently did/do you discuss your Teaching Tasks
and professional concerns wit h each of the following!
(check all that apply)

Principal

23

27

Other Administrator

27

20

Tcacher(s) of same grade level/subject area

20

so

Other Teachers

23

24.

Whe n you have had difficulty during the school year, to who m
have you turned for advice and assistance!
(Check all that apply)

30

Principal

29

30

Other Administrator

27

20

Teachers of same grade level/subject area

30

30

Other Teachers

30

20

Spouse or family

20

A fr.ieid who is not a teacher

23

0

175

30

Report Achievementi Which of the following aspects
achievement or growth did/do you report tot
(check all that apply)
A.

B.

Parents
1.

Knowledge of subject matter

3.

Problem solving skills

3.

Extent to which learning Is self-directed

4.

Level of Developmental growth

The 8tudents themselves
1.

Knowledge of subject matter

3.

Problem solving skills

3.

Extent to which learning Is self-directed

4.

Level of Developmental growth

APPENDIX K
Contact With Case Study Subjects

CONTACTS WITH CASE STUDY SUBJECTS

Formal

TEACHER LABELS

F ield

N ot es

A B C D

&

D a t e s _________________________ T e l e p h o n e ________________ I n t e r v i e w _____________ O b s e r v a t i o n s ________________ J o u r n a l __________ S u r v e y

04/16/84
04/29/84

A-B
A-B
B
A-B

A-B

A-B

A-B

A-B

A-B
B
B
A-B

CONTACTS WITH CASE
STUDY SUBJECTS

08/25/83
09/05/83
09/19/83
10/13/83
10/27/83
11/02/83
11/21/83
11/22/83
11/23/83
11/28/83
11/29/83
12/11/83
12/16/83
01/03/84
01/14/84
01/23/84
01/31/84
02/22/84
02/24/84
03/11/84
03/15/84
03/18/84
03/21/84
03/28/84
04/06/84

A-B

B
B

C-D
C-D
A
A-B

C-D
C-D
A-B

A-B-C-D
A-C

D
A-C
A-B-C-D

A-B
C-D
C-D
A-B-C-D

B
B
B
B
B
B
B

A-B-C-D
C-D
C-D
A-C-D
A-C-D
C-D
D

A-B-D

c

APPENDIX L
Schematic of Case Study Subjects

SUBJECT

A

(Alice)

SUBJECT

B

(Bob)

SUBJECT

C

<Carl)

SUBJECT

D

(Donna)

From: E l e m e n t a r y
From:
Jr. High School
From: Jr. Hig h P.E.
From:
High School
Princ i p a l
Social Studies
& A m e r i c a n History
Art
To:
Jr. High School To:
E l e m e n t a r y 3rd
To:
Elem. 4 t h
To:
Jr. High School
English
Grade
G r ade
Math, Reading
_______________________________________________________________________________________________and English

FOCUS (a) The a t t i t u d e s andi feel i n g s e x p r e s s e d by i n volu n t a r i l y
reassigned teac h e r s as r elated to the o u t c o m e s of teaching; (b)
the p er c eption of i nvoluntarily r e a s s i g n e d teac h e r s to thier
competency before, d u r i n g and six m o n t h s a f ter reassignment; (c)
the p e r ceptions of involun t a r i l y r e a s s i g n e d teachers of the
functions and tasks of teaching in the i n v o l u n t a r y assignment;
(d) the expe r i e n c e s of in v o l u n t a r i l y r e a s s i g n e d teachers w h ich
have p o si tively or ne g a t i v e l y a f f e c t e d the t r a n s i t i o n to a new
assignment; (e) the extent to w h i c h o t h e r i n v o l u n t a i r l y r e ­
assigned teachers a g ree or d i s a g r e e w i t h the g e n e r a l i z a t i o n s
d e v e loped from the field study.

Interviews - A. B. C
Observations - C . D

I nterviews - A.B.D

FIGURE 1.1:

J o u r n a l s - A.B.D

Survey Qu e s t i o n n a i r e -A.B.C.P.E

Schematic of Primary Study Subjects S t udy Foci and Means of Data C o l l e c t i o n

REFERENCES

REFERENCES

Becker, H.
(1958).
Problems of
inference and proof
in
participation
observation.
American
Sociological Review, 2 3 , 642-660.
Bogden,
R.C.,
& Bilken,
S.K.
(1982).
Qualitative
research for education;
an introduction to theory
and methods. Boston:
Allyn and Bacon.
Cherniss,
G.
(1978).
Recent
research and theory on
job stress and burnout in helping professionals.
Ann Arbor,
MI.
Department of Psychology,
The
University of Michigan.
Coats,
J.J., & Thoreson, C.D. (1976).
Teacher anxiety:
A
review
with
recommendations.
Review of
Educational Research, 4 6 , 161-167.
Defino,
M. E.
(1984)
Teachers and transition:
Two
case studies of teachers changing classroom
assignments in mid-year.
Unpublished manuscript,
University of Texas,
Research and Development
Center for Teacher Education, Austin, TX.
Dembowski,
F.L.;
Gay,
G.
& McLennan, R.L. (1981).
Preserving quality education during enrollment
declines.
Phi Delta Kappan, 6 2 , 55-57.
Dembowski,
F.L.;
& Gay,
Geneva (1980).
effects of declining enrollments.
Leadership, 3 8 , 173-175.
Denzin, N.
Hill.

(1970).

The research act,

Instructional
Educational
N.Y.:

McGraw-

Dillon,
E.
(1978).
Did we
all
let Barry die?
Journal of Teacher Education. 29, 30.
Edson,
C.H.
(1978)
progressive era.
69.

Curriculum change during the
Educational Leadership, 36, 64179

180

Faber,
B.
(1980)
Is your
school
climate causing
burnout?
Paper
presented at
the
national
conference on teacher stress and burnout sponsored
by Learning Magazine and the Learning Institute.
New York: 9-11.
Glaser,
Barney & Strauss, Anselm (1967)
The discovery
of grounded theory. Chicago: Aldine.
Gough,
P.
(1980).
Our specialized preparation for
elementary teachers,
Journal of Teacher Education
33, (6), 55.
Hatfield,
R.
(1982)
General functions and tasks of
professional educators.
Unpublished manuscript,
Michigan
State
University,
Department
of
Education, East Lansing.
Hoy,

W . , and
Miskel, C.
(1978)
Educational
administration:
Theory, research and practice.
New York: Random House.

Kirk, T. B.
(1979).
Behaviors of teachers new to a
building in relation to the climate of the school
and the dogmatism of the teacher.
Doctoral
Dissertation, Michigan State University, 102-105.
McCall,
G.
& Simmons,
J.L.
(1969).
Issues in
participant observation:
A text and reader.
Reading, MA: Addison-Wesley.
Pataniczck,
D.,
(1978)
Adescriptive study of the
concerns of first year teachers who are graduates
of the secondary education pilot program at
Michigan State University. Doctoral dissertation,
Michigan State University, 75-89.
Potter,
B.
H.
(1981)
Doctoral
Dissertation,
Michigan, 1-107.
Reed,

D.
&
and job
(Report
State
Service

Teacher reassignment.
The
University
of

Paznokas, M.
(1983) .
Teacher transfer
satisfaction:
An exploratory field study
No. EA 015860).
Pulman, WA:
Washington
University
(ERIC Document
Reproduction
No. 233438).

181

Ross, W.
& Roth,
J.
(1984) .
Reassignment to the
classroom; Teachers' perspective on rank reduction
(Report No.
EA 016793).
Columbus, OH;
The Ohio
State
University
(ERIC Document
Reproduction
Service No. Ed. 44362).
Runkel,
P.
(Memorandum
to the
Education, September 9, 1982).

State

Board

of

Shatzman,
L.
& Strauss A.
(1973)
Field Research
Englewood, New Jersey;
Prentice Hall.
Scherer,
M.
(1983, March).
Instructor.9 2 , 28-31.

Topsy-turvey teaching.

Staff

(1984,
December).
Professional
development,
Michigan Educational Instructional Professional
Development.

Staff

(1980,
April).
Help!
Many teachers are being
reassigned.
MEA Voice 6 3 , 4.

Walsh,
D.
(1979).
Classroom
stress and
burnout.
Phi Delta Kappan, 6 0 , 253.

teacher

Weber,
W.
F.
(1975).
Job satisfaction of
transferred and reassigned teachers.
Doctoral
Dissertation, The University of Michigan. 7-22.