Show simple item record

dc.contributor.authorWARNER, L. MARGARET.en_US
dc.creatorWARNER, L. MARGARET.en_US
dc.date.accessioned2011-10-31T18:57:47Zen
dc.date.available2011-10-31T18:57:47Zen
dc.date.issued1985en_US
dc.identifier.urihttp://hdl.handle.net/10150/187988en
dc.description.abstractThis study examined the perceptions of teachers on the picket line and in the classroom during the 1978 Tucson Unified School District teacher strike and the perceptions and relationships they experienced. Literature from sociology, psychology and education was reviewed to develop the theoretical framework. It is recognized in the literature that theory has utility in designing, shaping and organizing research, giving meaning to data and summarizing and interpreting the findings. The theoretical framework was comprised of two sections: the perceptual and the relational. In the perceptual, self-adequacy, self-concept and threat-anxiety were included. In the relational, communication, shared interests and reference groups were included. An interview schedule of twenty-one items based on the theoretical framework was developed and administered to forty selected school district teachers. The twenty-one questions were derived from the two major sections and the six subsections of the theoretical framework. Some demographic data were also collected. Strikers and non-strikers agreed more than they disagreed. There was general agreement among both strikers and non-strikers that human relationships were handled so ineptly by the superintendent and school board that the teachers perceived themselves to be demeaned and held unworthy.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectStrikes and lockouts -- Teachers -- Arizona -- Tucson.en_US
dc.subjectTucson Unified School District Teachers' strike, 1978.en_US
dc.titleTHE PERCEPTIONS OF TEACHERS ON THE PICKET LINE AND IN THE CLASSROOM DURING A TEACHER STRIKE (PHENOMENOLOGY, THREAT-ANXIETY, RELATIONAL, REFERENCE GROUPS, SELF-ADEQUACY).en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.identifier.oclc696374000en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberGrant, Robert T.en_US
dc.contributor.committeememberSacken, Donal M.en_US
dc.contributor.committeememberBarnes, William D.en_US
dc.contributor.committeememberButler, Henry E.en_US
dc.contributor.committeememberKelley, Victor E.en_US
dc.identifier.proquest8517505en_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-07-02T05:48:54Z
html.description.abstractThis study examined the perceptions of teachers on the picket line and in the classroom during the 1978 Tucson Unified School District teacher strike and the perceptions and relationships they experienced. Literature from sociology, psychology and education was reviewed to develop the theoretical framework. It is recognized in the literature that theory has utility in designing, shaping and organizing research, giving meaning to data and summarizing and interpreting the findings. The theoretical framework was comprised of two sections: the perceptual and the relational. In the perceptual, self-adequacy, self-concept and threat-anxiety were included. In the relational, communication, shared interests and reference groups were included. An interview schedule of twenty-one items based on the theoretical framework was developed and administered to forty selected school district teachers. The twenty-one questions were derived from the two major sections and the six subsections of the theoretical framework. Some demographic data were also collected. Strikers and non-strikers agreed more than they disagreed. There was general agreement among both strikers and non-strikers that human relationships were handled so ineptly by the superintendent and school board that the teachers perceived themselves to be demeaned and held unworthy.


Files in this item

Thumbnail
Name:
azu_td_8517505_sip1_w.pdf
Size:
9.757Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record