THE PERCEPTIONS OF TEACHERS ON THE PICKET LINE AND IN THE CLASSROOM DURING A TEACHER STRIKE (PHENOMENOLOGY, THREAT-ANXIETY, RELATIONAL, REFERENCE GROUPS, SELF-ADEQUACY).

This 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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Foundations and Administration

Grantor dc:publisher

The University of Arizona.

Year dc:date.issued

1985

Author dc:creator

• WARNER, L. MARGARET.

Committee members dc:contributor.committeemember

• Grant, Robert T.
• Sacken, Donal M.
• Barnes, William D.
• Butler, Henry E.
• Kelley, Victor E.

• Strikes and lockouts -- Teachers -- Arizona -- Tucson.
• Tucson Unified School District Teachers' strike, 1978.

Statement dc:rights

• Copyright © 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.

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/10150/187988

OAI identifier oai:identifier

oai:repository.arizona.edu:10150/187988