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Content This dissertation has been microfilmed exactly as received 70-5209 HANSEN, Oden W., 1917- STANLEY, Gerald Merlin, 1928- A STUDY OF THE MOTIVATION OF HIGH SCHOOL TEACHERS. Both authors received degrees at University of Southern California, Ed.D., 1969 Education, administration University Microfilms, Inc., Ann Arbor, Michigan A STUDY- OF THE MOTIVATION OP HIGH SCHOOL TEACHERS A Dissertation presented to the Faculty of the School of Education University of Southern California In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Oden/Hansen and Gerald Merlin Stanley July 1969 This dissertation, written under the direction of the Chairman of the candidate’s Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. D ate. Dean Guidance C om m iaee "...Chairman TABLE OF CONTENTS Chapter I. II. III. i i j IV. THE PROBLEM Introduction Importance of the Study Statement of the Problem Assumption Hypotheses Delimitations Limitations Definition of Terms Organization of the Remainder of the Dissertation SURVEY OF THE LITERATURE........................ 11 Introduction psychological Research Industrial Research Educational Research Chapter Summary PROCEDURE ................................... 59 Implementation of the Procedural Plan Critical Incident Technique Analysis of the Incidents Utilization of the Computer Summary THE FINDINGS......................................72j I The Population | Factors Contributing to Satisfactions of Teachers Factors Leading to Dissatisfaction of Teachers I A Comparison of the Categories for j Satisfiers and Dissatisfiers Comparison of Category Rank Order j Shown in Four Studies I 11 Chapter V. Rank Order Correlations of Satisfiers and Dissatisfiers for Four Studies , , Incidents Reported as Satisfiers as a Percentage of Total Incidents Reported by Subgroups Rank Order Correlations of Unselected Satisfier Subgroups Incidents Reported as Dissatisfiers as a Percentage of Total Incidents Reported by Selected Subgroups Rank Order Correlations of Dissatisfiers Summary SUMMARY, CONCLUSIONS, RECOMMENDATIONS AND IMPLICATIONS .......................... 142 Summary Conclusions Recommendations for Further Research or Action Implications BIBLIOGRAPHY APPENDIX A 155 167 Worksheets for Coding Basic Information and Critical Incidents APPENDIX B ...............................................174 Authorization and Notification Documents 1 Relating to the Gathering of Data in j Los Angeles Secondary Schools j APPENDIX C 180 ; Instruments Used in Collection of Data for This Study I I I I i i iii LIST OF TABLES Table Page 1. Characteristics of the Population............. 73 2. A Comparison of Frequency, Per Cent, and Rank Order of the Major Categories for Satisfiers.................................. 83 3. A Comparison of Frequency, Per Cent, and Rank Order of the Major Categories for Dissatisfiers ................................ 94 4. A Comparison of Frequency, Per Cents, and Rank Order of the Major Categories for Satisfiers and Dissatisfiers ............... 107 5. Rank Order of Categories as Satisfiers and Dissatisf iers for Four Studies............... 110 6. Ranked Correlation and Significance of Satisfiers for Four Studies 121 j 7. Ranked Correlation and Significance of Dissatisf iers for Four Studies............... 122 8. Ranked Correlation and Significance of Satisfiers and Dissatisfiers for Four Studies 123 \ I i 9. Satisfiers of Subgroups as a Percentage of ' Total Incidents and Significance 125 j ! 10. Rank Order and Correlation of Satisfiers j by Subgroups 129 j 11. Dissatisfiers of Subgroups as a Percentage j of Total Incidents and Significance ......... 131i 12. Rank Order and Correlation of Dissatisfiers j by Subgroups................................ 135; iv CHAPTER I THE PROBLEM i | Introduction j j Job performance by teachers is obviously governed by the attitude each teacher brings to and secures from the teaching situation. Administrators need to know how to help teachers develop a feeling of efficacy on the job if I jadministrative leadership is going to assist in improving Steadier performance. ! Chesler and Fox noted this basic problem in a jrecent NEA Journal article: (32:25-33) by stating that we .know that changes in courses of study, instructional i materials, or grouping practices will not in themselves result in better learning: we need to know how teacher attitudes, values, and behavior can be changed. Importance of the Study Unfortunately, in education very little has been done as compared with other professions in the area of human relations. Jaycox and Tallman noted that (103) although motivational factors have been defined by psychologists, social psychologists, and their counterparts 'in industry and other related disciplines, the identi fication of all or any of these factors as they relate to 2 to the teaching profession has not yet been determined. As |a result, educators often seem ill equipped to handle problems in employee relations. Administrators need to iknow what teachers consider important. There is a need to do whatever can be done to reduce the flight of competent people from the profession. Teaching could be more rewarding and thus have more holding power if it were known what people wanted from their jobs. There is a need to work toward integrating the goals of the schools and the professionals who serve it. There is a need to know what i ! can be done to motivate teachers to serve at the same time i 1 j their needs and the needs of the students. ! | Jaycox and Tallman using the Herzberg model (103) have effectively attacked the problem of the motivation of the elementary teacher. It was found that elementary i ■ teachers were more concerned with the content of their jobsj i | than the context. It was found that the five most i important factors relating to teacher job satisfaction 1 I I were interpersonal relations with pupils, achievement, i recognition, interpersonal relations with their peers, and \ [ interpersonal relations with the principal. The five most ! important factors leading to job dissatisfaction were ' district and school policy, interpersonal relations with j i their peers, working conditions, recognition, and ; I j | interpersonal relations with their pupils. Their study j 3 indicated that, on the whole, teachers were more satisfied than dissatisfied with their jobs. This study is a companion study to the work of Jaycox and Tallman. Statement of the problem This study has attempted to answer the question, can positive and negative motivating factors affecting high school teachers be identified? Also, it has attempted to identify motivating i factors as they relate to certain subgroups within the larger group of high school teachers. Specifically, it has attempted to answer these questions: (1) What are the motivating factors which can be i I | identified for high school teachers? (2) What are the dissatisfying factors which can be I ; identified for high school teachers? j (3) Do these factors differ for: ! I a. Teachers of academic subjects and teachers i of non-academic subjects? I ; b. Male and female teachers? c. Teachers of different ages? ■ d. Teachers with varying degrees of education? e. Teachers trained in California and teachers | trained out of state? | ; f. Teachers with varying degrees of experience? £ g. Teachers with large classes and teachers with small classes? h. Teachers located in communities of differing i socioeconomic levels? This study has used the categories as adapted from Herzberg (9) by Jaycox and Tallman (103) to categorize the responses received. | They are as follows: j a. Recognition l j b. Achievement ! c. Possibility of growth d. Advancement e. Salary f. Interpersonal relations— there are three | sub-categories i (1) Interpersonal relations— principal or ; other superiors / i (2) Interpersonal relations— pupils i (3) interpersonal relations— peers (fellow teachers, parents, and other adults) i j g. Supervision— technical \ h. Responsibility i. District, school policy and administration j. Working conditions k. Work itself j 1. Factors in personal life | m. Status i n. Job security o. Discipline 5 Assumption The Herzberg instrument as adapted by Jaycox and Tallman is an instrument capable of meaningful measurement of the factors of motivation. Hypotheses The study investigated the following hypotheses: ^ 1. The responses of high school teachers will show j a significant difference in the motivating factors for j j elementary teachers as measured by Jaycox and Tallman I (103) . I | 2. The responses of high school teachers would reveal significant differences in the motivating factors for professional people in industry as measured by ; Herzberg and Myers (9) . i j | 3. Responses of high school teachers would reveal \ | significant differences in motivating factors for: j a. Male teachers and female teachers. ! c J j ; b. Married teachers and single teachers. j ! ' ! c. Teachers between the ages of twenty to twenty-five j I and teachers over forty. [ ■ | d. Teachers with a BA and less than fifteen units and : teachers with a MA degree. J e. Teachers prepared in California and teachers | prepared out of state. j f. Teachers in target schools for Title I ESEA and j I teachers in other areas. i i j g. Teachers of academic subjects and teachers of i ! non-academic subjects. j 6 h. Teachers with classes under twenty-five and teachers with classes over thirty-five. j 4. Responses of teachers will reveal differences in | dissatisfying factors for; a. Male teachers and female teachers. b. Married teachers and single teachers. c. Teachers between the ages twenty to twenty-five and teachers over forty. d. Teachers with a BA and less than fifteen units and teachers with a MA degree. I j e. Teachers prepared in California and teachers I prepared out of state. ! f. Teachers in target school for Title I ESEA and ! teachers in other areas. g. Teachers of academic subjects and teachers of non-academic subjects. | h. Teachers with classes under twenty-five and teachers with classes over thirty-five. Delimitations j The following delimitations were imposed on this ! I ! ;study: I j j ! 1. This study was limited by the ability of the j ! j iresearchers to obtain a high percentage of returns. One j ! original letter, four follow-up letters and telephone calls I resulted in the return of 201 usable questionnaires of the | : i [ 397 distributed. I 2. This study was limited to high school teachers ; in the Los Angeles City public Schools. j 7 3. No attempt was made to measure the intensity or duration of the incidents reported. Limitations This study was limited by the ability and willingness of the respondents to record in written form incidents of satisfaction and dissatisfaction. This study was limited by the ability of the i |research team to accurately interpret and categorize the j responses. ! ; Finally, this study was limited to this particular i tadaptation of the critical incident technique. The i j critical incident technique as applied here is defined | below and discussed further in Chapter III. j Definition of Terms J For the purpose of this study, the following terms j : are defined as they are used in the study: { ! I i 1 ; ; Academic teachers.— Academic teachers are those j j ! J whose majority of classes taught during the day are j : academic in nature as defined as such by the California j Education Code (1) Section 13188 and mentioned above. j l ' i Affluent areas.— In this study affluent are those j 1 i I whose high school do not have operating programs under ! [ Title I of the Elementary and Secondary Education Act I (89-10). 8 Critical incident technique.— The originator of the technique, Flanagan, stated that (38) the critical incident technique is a set of procedures for collecting direct observations of human behavior in such a way as to facil itate their potential usefulness in solving problems and developing broad psychological principles. It will be quickly noted that the critical incident technique as used in the Jaycox and Tallman study and adopted for use in this study does not use direct observations but relies on the respondent to recall incidents considered by him to be critical and to record and submit these incidents for analyzing. Further it should be noted that Flanagan has made the point that the critical incident technique is i j | essentially a procedure for gathering important facts j concerning behavior in defined situations. It should be ! emphasized that the critical incident technique does not I | consist of a single set of rules governing such data | collection. Rather it should be thought of as a flexible j set of principles which must be modified and adapted to ’ meet the specific situation at hand (38:335). Deprived areas.— In this study deprived areas are 1 those whose high schools are receiving aid under Title I of the Elementary and Secondary Education Act (89-10). Mon-academic teachers.— Non-academic teachers are those whose majority of classes taught per day are other 9 than those defined as academic by the California Education Code Section 13188 which states that academic subject matter area refers exclusively to the natural sciences, the social sciences (other than education and educational methodology), the humanities, mathematics, and the fine arts. All others are considered to be non-academic. Principal.— The principal is the chief administrator of the school. i L ; Teacher.— Teachers referred to in this study are high school teachers. Teachers used in the study are high school teachers in the Los Angeles City Schools now teaching in one of the forty-seven high schools of that j district. i ! i i Organization of the Remainder of the Dissertation The remainder of the dissertation includes four | chapters, the bibliography and the appendix. | Chapter II is the review of literature. It contains i those parts of the Jaycox and Tallman critique pertinent to| this study. It involves new evidence pertinent to this j study and the more recent research done in this area. j Chapter III reports the procedures used in j i collecting, analyzing and reporting the findings. It ! describes the instrument and adaptation as used in this I study, obtaining sponsorship of the study, the procedure CHAPTER II SURVEY OF THE LITERATURE Introduction Since the present study is a companion to that done recently by Dr. Warren Jaycox and Dr. Lillian Tallman on "A Study of the Motivation of Elementary School Teachers" j (103), the survey of the literature represents, generally, i |an updating of that completed by Jaycox and Tallman. In ! |addition, all citations used by the Jaycox-Tallman study j i jwere carefully checked as to the number of times utilized, |and findings were rechecked from the major sources cited ! :therein and concurred in by the present writers, i Because of the recency of the Jaycox-Tallman study, I few major texts have been found above and beyond those j listed in that study1s bibliography. As a result, many j i [ j sources cited herein will necessarily consist chiefly of i :periodical articles. j : i ; | ;Trends in Attitudes on Motivation ' American society is changing at a more rapid pace j I than ever before in its history. The population explosion,; ■ technological changes and a mobile population coupled with j !greatly improved national and international communication j ! 11 1 12 will undoubtedly affect the values of employer as well as employees. Established traditions of administrator- faculty relationships are being challenged daily across our country and throughout the world. These changes will undoubtedly accelerate the development of a better system of managing human resources. Today's workforce has tremendous power through job security and specialized skill. Proper motivational approaches must be used lest I jmarginal performance becomes the norm (85:439). People I are less willing to accept pressure and close supervision J !than was the case a decade or two ago. The trend in l America, generally, in the schools, in the homes, and in the communities, is toward giving the individual greater freedom and initative (103:21-25). [ Champagne and King in studying sixteen factors ;dealing with motivation on the job found that (31:429-434) | I :intrinsic, personal factors are more important than job j i I context factors. i * l l i ! Likert (10:1-2) believes that because of these changes employees are building expectations as to how they ;should be treated. When experience is better than I i i expectations, favorable attitudes result. This means that j [ if expectations in America are changing in a particular j ' i ;direction, experience must keep pace with expectation. Otherwise, the attitudinal response of people to their i ■experience will be unfavorable. I 13 Many years ago, F. W. Taylor (14) pointed to the fact that human variability in performance could be used to discover better ways of doing work. The social sciences and their capacity to measure human and organizational variables are making possible the extension of this fundamental idea from the organization of the work itself to the problem of building the most productive and satisfying form of human organization for conducting any enterprise. Gellerman (4:292-293) had like findings when ;he stated, ’ ’even the beginnings that research has made are i j a clear challenge to management to find ways of applying I r its implications." Vroom also has indicated that social scientists are ;studying corporate compensations in a big way (90:81). I Technological development in the past hundred years i 'has been tremendous; methods of handling people are still ' archaic. If this civilization is to survive, it must I ' obtain a new understanding of human motivation and I . 1 ! behavior in business organizations— an understanding which | j i ! can be simply but effectively practiced. The Western | I ! Electric research at the Hawthorne plant contributed a i first step in this direction (14). ; With that study in 1928, a new era of personnel j I relations began. In that year a novel idea was born, the i i ! Rubicon was crossed from which there could be no return to i ! the "good old days." (13:16) 14 In these early studies, Mayo (12) pointed out that collaboration in a society cannot be left to chance. He described the methods of industry as all being pointed at efficiency, none at the maintenance of cooperation, and set forth the need for learning how to ensure spontaneity of cooperation— that is, how to motivate. A new era of personnel administration is beginning, according to Gellerman (4:7) and Zaleznik (17:229) based upon employee willingness dependent upon his own choice, personnel managers are learning that man is free when he i is responsible. Making people happy or secure can no i longer be the prime technique. Argyris (20:40-41) points up the enormous i ' significance of tension for self-realization to meet the ! need for human productivity and growth. Bowles (25:19) ; indicates that because motivation needs reflect : fundamental tensions in everyone that are vast resources j j of energy, drive and creativity, it behooves the manager ! j : to understand them. Cahners (28:135-136) expressed the i opinion that management cannot motivate people. Management^ can only provide a climate to encourage people to attempt j J to satisfy their needs. j The use of conflict as a motivational tool has beenj \ i discussed by other authors (33:83) who indicate that ; ] ! conflict . . . may be the same sort of driving force as j hunger, thirst, sexual appetite, and pain: if so, it can 15 be placed among the ranks of those conditions which are most efficient in producing learning; and by Berlyne i j (22:84) who stated, a condition of high drive has usually i |been regarded as a condition of discomfort, tension, and restlessness. . . . We must recognize and study an entire i jnew spectrum of sources of motivation, depending on j |conflict, uncertainty, and collative stimulus properties. Regardless of the source and type of motivation, i i researchers have been attempting for several decades to i iuncover the things which make workers produce more, do a i i ibetter job, stay on the job a longer period of time, or j i ^ . i ]work more regularly. These investigations have approached i i the problem from many different angles. Worker I ! satisfaction, dissatisfaction, attitudes, morale, needs, i ; wants, desires, and seemingly scores of other synonyms or ! closely related subjects have been the object of intensive : | study, : i ; Overview of Prior Research Herzberg conducted a review of sixteen factor- j ; j : ranking studies representing over 11,000 employees in I i occupations all over this country and the United Kingdom. ! j The rankings given in these studies were averaged as ! i ; follows: | 1. Security i 2. Interest— from intrinsic aspects of the job 3. Opportunity for advancement j 4. Appreciation from supervision j 16 5. Company and management 6. Intrinsic aspects of the job— excluding ease I 7. Wages ! 8. Intrinsic aspects of job | 9. Supervision 10. Social aspects of job 11. Working conditions— excluding hours 12. Communication 13. Working conditions 14. Hours— from working conditions 15. Ease— from intrinsic aspect of job 16. Benefits (9:43) I (It should be pointed out that some factors appeared twice in the same study, and some of them did not appear at all in some studies.) Job Satisfactions and Dissatisfactions i Myers * study at Texas Instruments clearly points out t that the factors in the work situation which motivate i l { I ; employees are different from the factors that dissatisfy i j employees. Motivation stems from challenge on the job I through such factors as achievement, responsibility, j ; I growth, advancement, work itself, and earned recognition. j ! i i i j Dissatisfactions more often spring from factors peripheral J i ! to the task. Effective job performance depends on the i ! fulfillment of both motivation and maintenance needs (70:85). Ahlberg and Honey studied attitudes of government; : f employed scientists regarding what they liked or disliked ; about government positions. This study pointed out that J j the same job factor can be a source of great satisfaction : to some individuals and a source of great dissatisfaction ! | ; to others (107) . ______________________________________________ I 17 A general finding of some significance can be derived from three studies— those of Stapel (84:553-554), Weitz (95:201-205) and Kessler (52:78-81). All report that job satisfaction appears substantially related to the worker's general satisfaction; that is, workers who have high morale in general will show high job related morale. An examination of more than fifty studies reported in the literature indicates that a minimum of 13 per cent of the working population expresses a generalized negative attitude toward their jobs (8:4). One of the major points I which should be emphasized in regard to these studies is that the results depend upon the nature of the question asked. In research where answers are sought, the questions determine the answers. The real problem lies in asking the iright questions. Cofer made a similar finding (3:4) when i :he stated that it is clear that evidence in support of a j ; i I theory is more often gathered for just that purpose— from j ! |instances and settings and in ways likely to prove i (Congenial to the view in question— rather than in a manner likely to provide a critical test of the theoretical system which gave rise to it. ! i Ewen in his study of components of job satisfaction 1 i ' i found that (36:68-73) the most important component as ; i ! ;determined by a ranking scale was more closely related to j i j overall job satisfaction than the least important icomponent. Locke, on the other hand, reported that 18 (58:357) a strong relationship existed between success and task satisfaction. Wernimont concluded that (96:41-50) both intrinsic and extrinsic factors can be sources of both satisfaction and dissatisfaction, but intrinsic factors are I stronger in both cases. He further stated that expec tations have a strong influence on the extent of satisfaction with job factors. ! In his study on teacher dissatisfactions, Shea ! !(105:588) discovered four chief areas: salary, faulty I |teacher-administrator relationships, faulty teacher-student i |relationships, and teacher overloads. I ! i I jSome Definitions of I Motivation ! j The Encyclopedia of Educational Research defines I 'motivation as (6:889) explanations of human behavior. j j ! Motives, like habits or emotions are constructs; they j ► i cannot be directly observed or measured but need to be ; specified in terms of antecedent and consequent events ! which are defined by objective operations. The School of ; Public Administration at the University of Southern j California has stated in one publication that motivation ; is actually positive discipline; that is, getting all the j : members of the work group to want to achieve, and to j ; strive to achieve the objectives willingly. Positive ; j i j discipline, if correctly employed, should increase the strength of the individual as well as the group (108:2-9). This same source also defines motivation as the creation and maintenance of the desire of the people to achieve planned objectives, or as a way of bringing to expression an ability already possessed. Thus, motivation is the factor which activates or moves or guides behavior toward objectives. Eminent psychologists have carried out the basic research on motivation by setting up models and testing l them with low order animals and occasionally human beings. With the coming of the industrial psychologist, the I conditions were already present for investigation, spurred i [by the profit motives and industrialization, paralleled by i the sharp rise of unionism. It was at this time the term i i"satisfier" came into a more common usage. In recent |years, educators have also attempted to follow through withj i t ■ research to discover the factors which increase performance of teachers and others in education. While performance in i industry often can be measured by piecework or some type ! i 1 ; of tangible output, such is not the case in education. j , 3 ; I 1 Teachers deal with ideas, intangible things which are ; I ; i difficult to assess. Thus, the cycle returns home to rest j again within the individual. ; i : i Psychological Research j Psychological research over the years on motivation i i ; has centered around the question, "Why do people act the 20 way they do?" Effective answers to the question can be achieved only through systematic research conducted within a sound theoretical context. According to Jaycox and Tallman (103:28-30) early efforts to answer questions regarding human behavior began i with William James who was the first to define and classify instincts as specific, inherited forms of behavior. He listed twenty-eight instincts which ranged from infant [biting and sucking to parental love and care. Thorndike [greatly elaborated the instinct theory, associating it more i [closely with the functioning of the nervous system and i japplying it to the education of children. There is [considerable agreement among psychologists in categorizing j Imotives as primary or secondary in character, but there are I ;many detailed variations among clarifications of motives j within each of these major categor';s. i It is generally agreed that the primary motives are !those which serve some biological function for organisms i !or species. Commonly included in the classification of ; primary motives are those involved in obtaining nourishment jand those involved in reproduction. There is a general : :agreement that secondary motives are largely social in i nature. Frequently mentioned as belonging to this class j I !are motives to achieve status, to affiliate with other j jindividuals or groups, and to achieve some measure of ;self-esteem. Many psychologists concerned with motivation 21 make use of this concept, but also take the position that instincts belong to a broader class of behavior, associated with the operation of biological mechanisms commonly l referred to as primary motivators. Basic Needs ! Likert (11:47) and Zaleznik (17:129) both stress the i j fact that background of employees plays an important part | |in motivation. The experience must be viewed as supportive i |and one to build and maintain his sense of personal worth i j and importance. I | Gellerman (4:257) found that morale can never be j permanently assured, largely because new dissatisfactions | will normally keep arising as old ones are relieved, I ; forgotten or replaced. It is neither possible nor j i i ! desirable to satisfy employees' needs so well that they no j ! longer find things to be unhappy about. Wanting something i i ; more is a normal, healthy, human trait— albeit a j f troublesome one for management— that makes progress ! i . . I j possible. Bowles (25:26) indicated that though positive j ; motivation is a requirement of sustained high performance, J : it will not guarantee it. l J In relation to physical needs, Berelson and Steiner L I (2:243-245) state that primary motives stem from them and : human learning markedly influences the selection of goals | and the methods of attaining them, primary motives are j 22 not primary in the sense that they always take priority. Anything instrumental in attaining primary gratification, or simply associated with primary gratification in the past, takes on reinforcing or rewarding properties and hence can become a goal. Atkinson has suggested and shown that the tendency j toward a goal equals the product of the motive, the ! |expectancy, and the incentive. . . . This theoretical approach postulates that motives are more basic and less likely to change over time than are expectations and incentives. Expectations and incentives tend to be related to events of the present and immediate past, while motives are in large measure more stable ancl are developed earlier ; in the lifetime of the individual (48:40). Zaleznik | (17:9-10) also agrees with this latter statement in stating that motivation and behavior are products of the ; individual's history. I The need for change is stressed in Berelson and I iSteiner (2:245). Other things equal, novel or changing stimuli command more attention and examination than | familiar ones. Complex, variegated stimuli attract more } : attention than do simple ones. The same source (2:279) states, motives can operate and find expression entirely ! outside of awareness; some motivation is unconscious. Human Dynamics Several findings in the literature relate to a 1pleasure-pain theory of human motivation. Berelson and Steiner (2:262,270,272) relate to deprivation, frustration and conflict where the individual is kept at the point where the two tendencies cross (approach-avoidance) and the |result is stable and self-maintaining. Berlyne agrees by I stating that (23:33) disturbances that motivated behavior j j can come not only from external irritants, visceral i | upheavals, and deprivation of vital substances, but also j i |from clashes between processes going on in the central j i i ! nervous system. Related to these additional sources of j i i ] motivation, there must be a wide range of hitherto i overlooked reinforcing conditions that can promote learning J , \ ; of new behavior patterns. Argyris supports the same views | ; ! (21:66-68), as does Meyer (65:15). It must be made clear ] : that human productivity is not necessarily correlated with i pleasure and happiness. Indeed, the American penchant for | i I emphasizing happiness and pleasure overlooks the enormous | I j 1 part played by tension and discontent in achieving i self-realization. Actually the ‘ 'unhappiness” resulting : from the attempt to achieve challenging goals is central ! , f to healthy, high quality living, to productivity and to ] : achieving the flexibility needed for organizational j ! improvement. . . . streufert, in his study of deviant and j ! conforming groups, found that (86:242—246) attitudes [ 24 toward a deviant group member become more unfavorable as interaction distance decreases and attitudes toward a Iconforming group member become more favorable as interaction distance decreases. Blake, in his study in the Union-Management intergroup laboratory (24:56-57), applied Jbehavioral science theories and research findings to a concrete organizational situation, with respect to confrontation. He learned that confrontation permits group representatives to get beneath the issues separating them. Once areas of misunderstanding have been identified i I i and resolved, it is possible for the two groups to more ! I effectively deal with the day-to-day operational problems i j shared by them. ; A new social science is developing that is relevant I to modern life, and can help make values such as trust, j openness, risk taking, and self-responsibility more than | ; glowing generalities. i I "Drive" and "Need" Theories j ; i | Twenty-five years ago, Maslow (59:370-396) j ; identified eight fundamental needs of men; the first three i of which were classified fundamental and the last five as : higher needs: j I 1. physical well-being | 2. Personal recognition j 3. Security or mutuality need 4. physiological needs 5. Safety needs 6. Love needs j 7. The need, for esteem 8. The self-actualization need (man’s highest goal) In a study of line workers at the midwest plant of a large manufacturer of electronic equipment, Sexton (81:343) J determined there were significant correlations between the degree of job structure and the satisfaction of higher level needs- . . . In addition effectiveness was not correlated significantly with need satisfaction or with job | structure. On the basis of these findings and in the light of current studies, the popular thesis that the imposition of job structure thwarts the industrial worker's satisfaction of his higher level needs is rejected. i Regarding the absence of a significant correlation between effectiveness and need satisfaction, it seems clear that | the interaction of these variables is certainly complex i and not to be explained by over-simplified theses. i Berelson and Steiner (2:16-21) are in agreement with1 1 i : i 1 the above and go on to state that because motivation needs ! \ i | reflect fundamental tensions in everyone that are vast j i [ ; resources of energy, drive and creativity, it behooves the I ■ I manager to understand them. All these motivational needs have several characteristics in common: they are job ; ; related . . . , met on an individual basis . . . , and ! they motivate. Stringer (87:3-5) stated it this way, that| | most adults carry around with them the potential energy toj behave in a variety of ways. Whether or not they do j 26 behave in these ways depends on (1) the kinds of motives ox needs a person has, and (2) the characteristics of the environment. Stringer further states that a person's motivation is said to depend upon three factors. First, the "basic" strength of the particular motive; second, the person*s expectation that he can satisfy the motive in this situation; and third, the amount of satisfaction the person anticipates. By understanding the varieties of human motivation, J managers will be in a better position to control the | activities of their subordinates. Myers (70:88) concludes that a deficiency in one of these need areas signals a ; need for reinforcing efforts in that area. In the final ! analysis, the workability of a theory of management j depends on its integration into the total management I process. Motivation-maintenance theory is at the mercy of J ; its practitioners and will remain intact and find really | | effective utilization only to the extent that it serves ' as a mechanism for harnessing constructive motives. : ( Hecht and Litzman (45:616-619) have suggested that j i : more sophisticated and powerful measurement systems are ; becoming available, and that attitude measurement can soon | i j ! become as valuable and useful a tool as aptitude i j ’ | measurement in the total employee assessment program. ; 27 Several authors have indicated the importance of the use of conflict in satisfying basic needs (33:83) (22:82-87) (94:72). Conflict is indicated as a basic stimulant to learning, a motivator and a necessary desirable condition for building commitment to established goals. Directional Motivation There appears to be agreement in the literature that I motivation is either goal oriented or works in the opposite i j direction if satisfactions are not present in the ! j individual. i I Berelson and Steiner (2:264) and Prien (74:43) j j indicate that some tension and conflict to produce J ! stimulation is needed on the job. Building in challenge j and accountability, and thus psychological meaning, will j ; i have attitudinal and concurrently motivational consequences. : of a beneficial character. Munneke (67:97-100) found that | on-the-job experiences are frequently more powerful j molders of attitudes than are the motivational techniques j | used by managers. The subordinate to whom authority j I j i delegation has been made tends to feel important, which, j ■ i in turn aids in fulfilling the desire for social acceptance, self-esteem and self-fulfillment. Weiner suggests a list of constructive motivational tools which ■ are directional in nature: ; j . . . encourage flexibility, provide for a helpful j ; relationship, check progress against objectives, work j 28 through conflicts, take an experimental approach to problems by challenging assumptions, accept conflicts as necessary and desirable, recognize competetive feelings and use them constructively, encourage everyone to state his views openly without fear of ridicule, accept disagreements and hot arguments without trying to destroy each other. (94:72) personality and Motivation How do people satisfied with their jobs differ in personality from the unsatisfied? The satisfied worker is, in general, a more flexible, better-adjusted person who has come from a superior family environment, or who has the i capacity to overcome the effects of an inferior j environment. . . . The worker dissatisfied with his job, in contrast, is often rigid, inflexible, unrealistic in his choice of goals, unable to overcome environmental i I obstacles, generally unhappy and dissatisfied (8:20). i Berelson and Steiner (2:282) report that repressed motives i ; or other unacceptable and unrecognized aspects of one's own personality may be attributed to others. Meyer (64: i 499-500) states that personal motivation means the i { \ development of inner strength, conscious will-power, ! ; overwhelming desire and the determination to reach any j j i i goal that you, personally, want to achieve. . . . When j you develop success attitudes and success habits and have | i : a plan of action, you will find yourself living with j ■ . 1 ! positive expectancy. 29 Ego Motivation It can be seen that motivation, being tied with personality, is thus closely tied also with ego. A person's ego, and consequently the way in which he regards himself, are by no means always entirely bound by the surrounding culture. Berelson and Steiner (2:280) cite 1 ] |that agreement or approval is a more effective reinforcer |than some of the basic physical needs. Conscience or the I need to maintain self-esteem act as internal barriers that j | block direct expression and awareness. Zaleznik (17:227) indicates that action that moves toward the realization of the ideals, the positive standards, results in the | augmentation of the individual’s sense of self-worth. The ] I act of choice places the individual in the forefront of organizational behavior. Waetjen and Clarke (91:38-39) i ; i ; found that the more positive a self-image is, the greater j ! i : the chance for learning and the less likelihood of failing.j i In Maxwell's study of self-esteem (60:38-41), he proposes I ; | j a motivational program with employees. Some have a high ’ self-esteem but are unwilling to do the things that are i s essential for maintaining it. He recommends in-service j ! i training to assist employees in developing self-esteem. , Motivation and perception j 1 The most primitive factor in making a choice may be j i i | considered as a vague esthetic feeling without much j 30 motivation, as it can be found in primitive forms of play. But conceptual activity must be endowed with some subjective awareness of its existence; it must be the basis for a feeling of pleasure, of joy in making choices (23:1681). Knowledge of performance The knowledge of performance affects motivation. The more specific the knowledge of performance, the more irapid the improvement and the higher level of performance. Weiner (94:70-72) found that a demotivator is a closed j society; no feedback on performance. Another is compla cency regarding competence; assumption that human behavior !cannot be changed. McClelland (61:69-70) raises the t I j question, is the need to achieve or the absence of it an jaccident, is it heredity, or is it the result of i environment? Is it a single, isolatable human motive, or i : a combination of motives? | There is a distinct human motive distinguishable t j ! from others in which they are concerned with personal j j achievement— a strong preference for work situations in ! t ; i which they get concrete feedback on how well they are I . doing. Prien (74:43) found that the worker must have the j I ; 1 i opportunity to appraise the meaning of the effort he j ' i expends by relating to achieved goals, or at least to the i j impact of his role on goal achievement. j - . 3'r Organizations People need organizations and organizations need people. This is a fact of our social system. Yet we find that the mutual facilitation of the satisfaction of these needs has been hindered by incomplete or simplified notions of human motivation on the one hand, and organizational inertia on the other. The "bargain" whereby an individual will sacrifice personal growth on the job for physical and jpsychological security will become less and less of a j i i bargain as people become more educated and more strongly i ! motivated toward fulfilling their potentialities. It is not likely that human nature will change; the question is, | will organizations (56:49)? ! | i I i ■ Summary j ; | As stated in the Jaycox and Tallman dissertation, ; motivational psychology is concerned, along with other j ; i : problems, with the reactivity (activation) of individuals, ! : and with the inner capacity to be energized, to endure, j and to persist in hard work. Motivational psychology i attempts to: (1) account for activation variations, (2) i i ! interpret the changing selections of individuals, (3) | ! t i account for directional tendencies, and (4) determine the j : interaction of motivation and learning. The ultimate • i : motivation is to make the self-concept real, to live in a j ‘ manner that is appropriate to one’s preferred role, to be j 32 treated in a manner that corresponds to one's rank, and to be rewarded in a manner that reflects one's estimate of his own abilities (103:41). I Industrial Research Since Herzberg has utilized two terms in discussing motivation, namely, satisfiers and motivators, and since this study is based upon Herzberg's model for industry, the factors identified by Herzberg will be utilized in this discussion and review of the literature (9:176). Recognition Graham (41:546) indicates that the supervisor is a j idistributor of recognition. Also, no amount of extras will j ;do if the man lacks faith in the firm or in his superiors. I Also, over and above the rewards the man must feel his j efforts are being recognized (75:31-32). In his "Alphabet of Morale Building," Towsen | (88:10-11) lists: encourage and commend good work, developj !worker 1s initiative, responsibility develops morale, and J ! i ! value every worker's desire for a place in the sun. It is ; an obvious conclusion that the worker must have an inner sense of achievement and recognition for his efforts if he j t is to be satisfied with his job. Grusky*s study proved j | (43:488-503) that the greater obstacles the person has to j i I j overcome in order to obtain the organization's rewards, the ; greater his commitment. With greater commitment on the ! 33 part of the individual, greater satisfaction obviously follows. Rucker (78:224-226), in describing organizational climate indicated that too few outstanding accomplishments of employees were given recognition by management. This should provide encouragement and clues to top management to make a greater effort to provide employee recognition. Achievement Individual satisfaction from a sense of achievement has been stressed in the literature by Zaleznik (17:227), by Munneke (67:97), by Graham (41:544-546), by Stringer ! (87:4), and by Myers (70:74). Positive action leads to an j jaugmentation of the individual's sense of self-worth. He | is made to feel important. At the same time, he is : fulfilling his psychological needs and aspirations. | | Managers must concern themselves with motivation to i accomplish results. When a man's motivation to achieve is | i ■ aroused, accomplishment of the task will be its own best j : reward. The significance of achievement motivation j j revolves around this notion of self-reinforcing j i ; performance. When we speak of "self-motivated men," we j refer to men who are acting to satisfy their need to achieve. Vroom (90:81-86) stated, there is considerable j ; i : i evidence that the satisfaction of subordinates is j | positively associated with the degree to which they are ; permitted to share in decision making. Myers (70:73-88) J stated that the key variable for job satisfaction is one which allows for a feeling of achievement, responsibility, and growth. Lack of a feeling of recognition frequently results in men finding fault with various peripheral aspects of the job and slackening of efforts. Possibilities of Growth Zaleznik (18) found that administrators must exercise positive leadership functions in bringing job problems to the group in a way that creates intelligent job involvement and that assures the personal development of group members. Similar findings were reported in Kiplinger's Changing Times (40:31-32), and by Ferguson (3 7:74). To develop your "comers" give them a clear picture of the complete project you have in mind, and how it will affect the company. A man must have the opportunity to grow. The conditions under which the greatest productivity can be achieved are the same conditions that provide the greatest job satisfaction. j Kirchner (53:43-45) found that persons who are j ] dissatisfied with their present rate of progress and who j I do not feel that their capabilities are being utilized to j the fullest are going to be the most disgruntled, even though they may think that their future is quite good. > Bryan and Locke (27:274-277) found that specific goals can! 1 be used to motivate workers who bring a low degree of ; 35 motivation to the task. Referring to management positions, Vroora stated (90:81-86) that the greater satisfaction of higher level managers is due, at least in part, to greater opportunities to satisfy esteem, autonomy and self- actualization needs. Advancement The pull toward a positive goal increases with |nearness, but only slightly, while the tendency to retreat ifrom a negative goal rises very steeply as it is approached i \ (2:273). Promotion certainly is an extremely important imotivational technique, combining as it does both financial i jrewards and status (94:67). The opportunity for advance ment must be kept within the grasp of the man in the field j (75:32). Rodney (76:23) found that promotion is an | | i ;important measure of approval— the most important because j of its status implications. Myers (69:9-20) found a j j |positive relationship between promotional opportunities andj i < ;job satisfaction. Low job satisfaction results when no i | ! promotional opportunities existed or were thought to exist. [ F Salary Salary ranks as both a satisfier and a dissatisfier ; j in the literature. Weiner found (94:29) that financial I | rewards certainly remain a prime tool in motivation, but ! I money and money related compensation, improperly j . administered, can defeat its own purpose. Graham found ; 36 (41:546) that although salary ranks in the middle of what people want from their job, it is one of the top reasons why people are dissatisfied. According to Vroom (16:115) for the first time social scientists are studying corporate compensation in a big way. Fringe benefits, salary increases and carpeted floors may help to attract people to i I the organization and may help to cut down turnover, but they are by no means effective in increasing the amount of effort that people direct toward the successful performance of their jobs. Rodney (76:23) found that important as ;group approval is, as a motivation, the psychologists i ! frequently overlook the fact that money is the generally j recognized yardstick by which approval is expressed. j | i Jaycox and Tallman reported (103:52) wages were first as a | ] j dissatisfier and eighth as a satisfier for over 28,000 j employees reported in a group of fifteen studies. Myers i (70:83) in his study at Texas Instruments found that pay j [ j * itself is less potent as a motivator than as a ! i j | dissatisfier. The role of pay as an incentive is : controversial. When reporting the results of educational I research on this same topic, pay will also be seen as both j a satisfier and a dissatisfier. Interpretation of i research regarding the importance of money as a factor in j ; worker satisfaction runs the gamut from findings of j I importance through findings of unimportance. j 37 Interpersonal Relations— Superiors Herzberg's study of engineers and accountants resulted in placement of the factor of interpersonal relationships with superiors hear the bottom of the satisfier list, and fifth on the list of dissatisfiers (9). Munneke (67:99) found that motivated activity is that activity which is caused by the persistent application of a stimulus which brings about a change in human behavior and note should be made of the fact that every action taken by ja superior in relation to a subordinate has a stimulating effect. If people are to be motivated toward organiza tional goals, the manager must effectively carry out his ifunctions of planning, organizing and controlling the I activities of subordinates. Job satisfactions cannot be i ihanded out like paychecks. They must be arrived at by 'continuous, sincere and informed cooperation between ^employer and employee . . . (47:35-85). Kalb (50:85), !found that morale problems are conflicts between personal 'objectives long nourished and management decisions long j delayed, planning is basic to the prevention process. j [ Graham (41:546) determined that managers should be aware of; ! i :the potential conflict between individual needs and company! goals. As a means of improving management's ability to j ; 1 |communicate, Slote (82:101-102) indicates that the semantic! ! | differential test helps a person to improve. It can help j 38 an individual improve his relations with a group. Sometimes it helps bolster people's confidence. Harris (44:20) found that surveys have shown repeatedly that the immediate supervisor is the absolute key to departmental morale and performance. Opinion surveys have been suggested by Kraut (55:59-63) to get at management practices and organizational behavior. In a study involving the auto industry, Jacobson (102) related the attitudes of workers toward their foremen and toward their shop stewards in relation to involvement in decision making. There was a positive relationship between the amount of participation in decision making and | attitudes toward foremen and shop stewards. i S At least four conditions must be met by an i organization if it is to achieve a satisfactory solution to i the coordination-functional problem according to Likert. 1. It must provide high levels of cooperative behavior between superiors and subordinates and especially among peers. Favorable attitudes and confidence and trust are needed among its members. 2. It must have the organizational structure and the interaction skills required to solve differences and conflicts and to attain creative solutions. 3. It must possess the capacity to exert influence and to create motivation and coordination without traditional forms of line authority. 4. Its decision-making processes and superior- subordinate relationships must be such as to enable a person to perform his job well and without hazard when he has two or more superiors. (11:158) 39 Interpersonal Relations— Peers Berelson and Steiner (2:252) found that total isolation is virtually always an intolerable situation for the human adult— even when physical needs are provided for. The influence of fellow workers must be recognized as a strong motivating force. There is much evidence according to Graham (41:547) to support the hypothesis that an individual's productivity tends to conform to the group | norm. Myers (68:70) found that application and rein- ! forcement of motivation-maintenance theory are achieved through a system of democratic and informal relationships. Likert (11:64) concluded that a substantial body of research findings demonstrates that the greater the i loyalty of the members of a group toward the group, the ! greater is the motivation among the members to achieve the : goals of the group, and the greater is the probability that the group will achieve its goals. If the performance ' goals of such groups are low, they will restrict i production; if the goals are high, they will achieve i outstanding performance. Phillips (73:479-488) reported : the greater the extent of participation, the greater the ; j i degree of happiness reported. j j l . , I i Supervision | Gellerman holds that the key to a productivity I I motivated work force is a supervisory style which builds 40 up the workers1 feeling toward their jobs. A supervisor who is an expediter and an information giver and ego supporter is much more effective than the enforcer or I !overseer (4:47). Zaleznik (17:31) discovered that the main | j source of the dilemmas leaders face is found within ! themselves in their own inner conflicts and provides six ideas for resolving such conflicts. Ferguson (37:74) j suggests that "Careful selection and supervision of your J subordinates makes for more job enjoyment. You should have j confidence in their professional and technical abilities { and confidence in them as people with integrity, loyalty I j and discretion. A staff with these qualities will come up i with ideas that will be outstanding. Creative ideas make j ! companies grow." The use of threats in supervision of | employees has been discouraged by Kelley (51:79-105). Even | if a threat comes from a person accepted as having high ' status, it may evoke hostility— if it seems unduly j i i i arbitrary or a personalization of influence. ' ! j I Myers (70:58-71) encourages a developmental style I ! f : of supervision, compatability of personal and company goals, and management systems that make it possible for j positively motivated people to achieve their organiza- ■ tional goals. According to Jones (49:8-15) the new leader j focuses on people's strengths and accepts disagreements as j j i I assets. 41 Relating to company employee turnover. Ley reported, (57:497-500) the major factor related to labor turnover was the degree of authoritarianism of the foremen of the work sections. Turnover rate correlated .76 with authori tarianism ratings of the foremen. I j Rogers (77:290-293) describes inspirational j supervisors as those who keep subordinates informed, work on long-range development plans, inspire loyalty instead of demanding it, help assist with personal problems. Graham stated (41:544-547), through proper supervisory and !organizational practices, much can be done to motivate an individual toward greater productivity while allowing him |to fulfill his psychological needs. I I From the above, the conclusion can be made that ■supervision and the quality of it is of major importance in j 'the motivation of employees in any company. Company Policy and Administration I Bowles (25:21-26) found that the prevalent problem iin industry today is not a lack of individual employee motivation, but a failure of management to comprehend its nature and use compatible management techniques. Kalb concluded (50:85) that good managers coordinate, control, I plan, motivate and set objectives through logic. The j iceystone is good communications and personal integrity. ! Always tell the truth. Good management is problem 42 prevention, not problem solving. Planning is basic to the prevention process. It would appear from citations immediately above, as I well as well many others previously presented in this paper, that company policies must be clear, must be understood, must be flexible, must consider the needs of the individual worker when planning company goals, and that administration and particularly the immediate supervisor j i holds the motivational key for the employees. j i I j Working Conditions ‘ prien (74:43) stated that man at work needs i challenge, stimulation, and occasional conflict if he is I i to survive. The American Medical Association (47:34) found that job blessings and job problems arise from a I | combination of on the job and off the job factors. I Dissatisfactions, tensions, poor morale, resentments, j : jealousies and other difficulties stem from defects in I management or supervision, or from poor working conditions j and inadequate consideration for human values in employed j personnel. Stringer (87:4) stated that by creating the j : right kind of climate, management can have a very definite, j : impact on the achievement motivation of their subordinates.j They can present these individuals with new sources of ; I satisfaction and new opportunities to achieve, thereby j i r arousing achievement motivation. Once aroused, , 43 achievement oriented behavior will be self-rewarding. Thus, the manager need not exercise constant and forceful control of his subordinate's activities. Vroom encourages the use of the paternalistic approach as a first strategy in motivating employees (90:81). He also states that if a person has a positive valence toward his job he will be more concerned by interruptions. The less satisfying the job, the less concern with interruptions. Craig (35:269- 275) notes that many people work well.under stress, but when |this is true it requires much more effort to sustain the I |same level of performance. Snoek (83:363-372) found support i ' j for the hypothesis that high diversity is more tension } jproducing in large organizations than in smaller ones. | ! In Vroom's words (90:81-86) success is a satisfier. jThe amount of satisfaction that workers derive from their 'jobs may be increased by decreasing the frequency of j interruptions which they experience and by creating j I i 1 opportunities for additional task completion experiences. [ i ! IHe also states that workers are better satisfied when they ihave some degree of control over their work methods. j I Wickert (97:185-187) reported that those leaving jobs were not allowed as much say as to the conditions of ; | ■ their job as those who remained on the job, as revealed in j ihis study. Seeman (79:35-39) indicated from his study thatj i | alienation results from feelings of powerlessness j i ;(dependence upon external forces) which convinces a person | j 44 ihat he has no control over factors that influence him. He ilso found that lack of alienation or feelings of control result from belonging to a job-relevant organization and | Engaging in its activities. Degree of interest and i (engagement in control-relevant affairs was more important in the relationship than the amount of education or other forces. The conditions of the work have much to do with the (satisfactions resultant from them, so managers and l jsupervisors should take careful note of conditions which jexist in their respective organizations. How a person j (feels about his job is to him the real fact, even though in I ithe judgment of the supervisor, the feeling does not I _ I (represent the true condition which exists. j I i ! | iWork Itself ! - - - » ■ ■ ■ i j i According to Graham (41:546), the job itself goes j (far in determining whether or not workers will be satisfied i !and motivated. Individual tasks should be structured in I j 'such a way as to provide workers at each level with jobs j ■ i (which challenge their capabilities and allow them j opportunities to satisfy their aspirations. Wnuk (98:222) | 1 encourages the utilization of attitude surveys to determine| the status of employee morale which is related to ■ ' |motivation. 45 Herzberg conducted a study of employee attitudes among industrial workers in Leningrad (46:245-252). He found that: . . . the greater importance of the nature of the work rather than context (the happier the employee), highest satisfaction in workers with the highest skills, social relationships of relatively low influence. I These findings were quite similar to those yielded by jHerzberg1s studies in the United States. I Personal Life The worker's immediate family situation affects his T | attitude toward work, according to Graham (41:547). j Affecting the family situation and also on the rise is the | use of more substantive incentives, such as an all expense i I paid college education for the employee's child or a life j insurance policy for the man, himself (75:32) . Friedlander (39:143-152) found that with advancing age and tenure, work | became more meaningful for high performers but less ! ! meaningful for low performers, although the importance of ! i I ■ I } social environment increased for both high and low I | I ! performers. j I Sox Employed women create special problems for employers I ! who strive to keep employees satisfied, according to the i _ j I American Medical Association (47:89). Physically and ; emotionally different from men, they often have a place in 46 an organization which cannot be filled as well by men. By their very differences, however, they require special conditions for the most effective functioning and best adjustment to the occupational climate. Centers and Bugenthal conducted a study on extrinsic and intrinsic motivations among different segments of the working population: At higher occupational levels, intrinsic job components (opportunity for self-expression, interest, value of work, etc.) were more valued. At lower occupational levels, extrinsic job components (pay, security, etc.) were more valued. No sex differences were found in the I value places on intrinsic or extrinsic factors in j general. However, women placed a higher value on "good I co-workers" than did men, while men placed a relatively j higher value on the opportunity to use their talent or ' skill. (30:193-197) |Environment i The individual not only reacts to his environment ;but he also acts on his environment. He acts positively in 1 the sense of using the environmental opportunities to I express himself and to achieve gratifications; he acts in a | negative sense in that he can use his history and ; environment to express or perpetuate certain kinds of conflictual behavior (17:10). Gellerman has stated (4:255)j i I that the closer the individual's environment comes to j I r providing the kinds of rewards he expects, or at least to ; showing promise that these rewards will be forthcoming, thej i I j better his morale will be. The converse is also true. I I I I 47 i Summary The supervisor who sees the problem of productivity exclusively in the technical terms of work methods and standards is less likely to motivate workers to increased production than one who sees the problem in terms of the worker's status, characteristics, needs, and aspirations. The development of "employee-oriented" supervisors, adequately equipped for dealing with interpersonal relations on the job, therefore, represents one promising ] j approach to the solution of problems of motivation and |morale in industry (15:161). i Educational Research j School systems are unlike industry and business in i ; their purpose. They are not here to deliver or to market a i iproduct. Schools exist for only one purpose— to educate i youngsters to take their place as informed, useful, well- I adjusted citizens, capable of living harmoniously in a j | ! ' democratic society. Teachers, while being salaried, ! receive only a token value compared to the responsibility ! . j assumed in performing a major professional service. I i According to Waetjen and Clarke (91:39) motivation i ( i comes from the inside out? it does not undergo rapid ■ changes on the spur of the moment and therefore is not open' j I ; to manipulation . . . nothing erodes motivation more than i i ■ constant exposure to the predictable and familiar ; 48 situation. Cary (29:349) found that the attainment of an education is related to the motivation of the individual and this is influenced a great deal by expectancies within ! the home. There are social conditions which have a profound influence on the self-concept and hence on the j motivation to learn. Nightingale (72:24) stated that to motivate people, "We must make them skeptical of their peers. We need to show them that there is a better way and that there are still better ways that we do not know of. We motivate them by giving their minds something to !consider, by telling them that they can become anything ! they seriously want to become, and it's our job to facilitate their growth and success as persons.” J Achievement I ■ , I Bowles (25:22-26) found that though positive i i j i motivation is a requirement of sustained high performance, | ; ! ; it will not guarantee it. Conflict and uncertainty as | | basic stimulants to learning and achievement were stressed i : by one source. E Salary j Although salary ranks in the middle of what people i want from their job, it is one of the top reasons why : I people are dissatisfied (41:546). In answer to the j I question as to what teachers want most, Woodring (99:61) j | states it is more money. The income of mature teachers of 49 exceptional competence still falls substantially below that of equally competent people in many other vocations. Rodney has pointed out that psychologists frequently overlook the fact that money is the generally accepted yardstick by which approval is expressed (76:23). A further conclusion is that such monetary rewards as automatic increases, cost-of-living increases, economic adjustment increases, market-value i increases, and across-the-board type general increases will only serve to prevent dissatisfaction among employees. These increases will work as "dissatisfiers,” i.e., their j absence will help generate bad job attitudes, but their presence will not motivate increased job productivity. j jLongevity increases must be classified as maintenance I | !factors, and therefore, as non-motivators. [ ; ! | In a National Education Association teacher opinion j 'poll (71:55), salary ranked seventh as a satisfier, and j I sixth as a dissatisfier. ! Wallin (92:74-87) reported that an incentive system lean influence the pattern of priorities professionals j I establish among their many tasks. Kaplan (104) found that j of men who did not propose to continue in the field of ■ education, 79 per cent indicated the reason was inadequate j j I salary. j |interpersonal Relations— Pupils j : i ; , i Also from the National Education Association poll ; (71:55), teachers indicated that the attitudes of pupils 50 and parents held first place both as satisfiers and as dissatisfiers. The devaluation of school can produce a future generation of lower-class children who will begin with a lack of motivation and capacity to learn (29:352). Groff, in investigating teacher turnover in teaching culturally deprived students, stated it is worthy to note (42:91-95) that the dissatisfactions (teachers) felt with .pupil progress in learning and with pupil control were r igiven many more times than were complaints of poor and j | inadequate salaries. Teachers have real concerns about I j their relationship with their students, as evidenced by I | Jaycox and Tallman in their study (103) and by Hemphill L ,, i | (7:173) . I | : Interpersonal Relations— Peers I f The findings from industrial research apply here as ' well as in industry. One study showed that (98:78) the ; individual hopes to work hopefully and effectively on goals I j 1 j shared with members of the groups of which he is a member, j [ i : He points out that members of groups expect clear and j t i fixed goals for which they can have confidence in their j ; i attainment. i ■ Supervision j ; Munneke stresses the need for good communication as j | j I a necessary attribute to effective leadership and an : I ! attribute to motivation (67:96-100). Application of the > 51 wrong stimulus may so disrupt human relationships that the accomplishment of organizational objectives can be seriously impaired. The main responsibility of the manager is to get people to work together toward the achievement of both individual and organizational goals. Woodring, looking at negative relationships stated (99:62), so long as administrators continue to look upon teachers as subordinates rather than as professional colleagues, the j teachers will continue to look upon administrators as |employers and as their natural opponents. i | Weiner (94:68) found that hand in glove with ! ! excitement as a motivational stimulus goes leadership ! ! itself. The utilization of conflict as a motivator and j p I 1 jstimulator by managers is mentioned in several sources: i (41:544-546; 25:19; 55:58-65; 11:159; 66:60-64; 34:1-22) I inamely, Graham, Bowles, Kraut, Likert, Morgan and Corwin. From industrial and psychological study, Harris j ■ (44:20) found that surveys have shown repeatedly that the i ' - | immediate supervisor is the absolute key to departmental I morale and performance. j Rogers (77:290-293), a management analyst, examined I the problem of supervisors in motivating personnel. He | j ; comments that motivations include the satisfaction of j j ; ! physiological, social, and achievement needs. He contrasts! j ; : the fault-finder supervisor and the inspirational ! 52 supervisor, stressing how the inspirational works to motivate the employees. Klemer (54:68-79) recommends that administrators attempt to understand the human feelings they encounter in ! their relationship with others and accept these feelings for what they are and examine their own subjective involvement in all situations. He further states that by understanding underlying concepts involved in interpersonal j and inter-group relationships beneficial results will [ accrue to the entire staff of the school. Mersand i j (63:3640368) encourages the supervisor to strive to j ! develop leadership in others while providing leadership | himself in an unobtrusive way. | 1 Brown (26:62) encourages leaders to sharpen their 1 ! - I ; styles of leadership, since perceived leadership styles j ! were found to influence administrative outputs, teacher j satisfaction and confidence in the principal. McNamara j : ! I and Enns (62:5-8) concluded that staff acceptance j ■ moderates leadership effectiveness. They also suggest j | that directive leadership is least helpful in an j ; unfavorable staff climate as is lack of leadership in a j favorable staff climate. Corwin (34:1-22) laments that growing conflict | ! within school systems may transform traditional leaderships ! ' | functions of the school administrators; his job will be ! | less that of directing the organization, as legal theory i 53 stipulates, and more one of just holding it together to enable professionals to improve their own effectiveness. Ericksen found that (100:271) morale is contagious i and in time permeates the whole staff. This is true whether morale is high or low. Morale usually flows from the top, down. When a superintendent stays on a job for ! awhile, his contribution to morale is inevitably felt. Ericksen also states that human relations is the key to i administrative success. Knowing how to work with people, both individually and in groups, is an important asset of jthe administrator. Adair (19:28-29) stated that an effort by the jadministrator to treat the teacher like a member of the j !same educational team would likely result in increased iloyalty to the system. District Policy and Administration I i Kalb (50:85) found that poor planning means neither j [ I ;managers nor employees will know company objectives, what ;objectives are expected of them and how they are measuring up to these goals. Planning is essential to good \ management morale as well as problem prevention. Obviously, employees must know the policies of the ! I district in order to know the expectancies of their i particular job. With participative management, these j should be developed cooperatively between employees and ' ; j ; i 54 management so that the policies match the expectations of both groups. ] Working Conditions The Nation ■ . Education Association Research staff (71:55) found th^. the availability of the materials, staff j and funds needed to do a competent job of teaching was the second most important factor among the satisfiers as well I as among the dissatisfiers. As has been previously ! reported (47:35), job satisfactions cannot be handed out I ; like paychecks. They must be arrived at by continuous, I i | sincere and informed cooperation between employer and j ! I I employees. | Graham's remarks make a logical conclusion for thisj i , ! j section (41:546).... The job itself goes far in | i determining whether or not workers will be satisfied and j i j ■ motivated. Individual tasks should be structured in such j : j ; a way as to provide workers at each level with jobs which j ! I j challenge their capabilities and allow them opportunities i ; | to satisfy their aspirations. Ferguson (37:74) found that I the conditions under which the greatest productivity can be achieved are the same conditions that provide the greatest job satisfaction. As a result of his investigation, Adair stated j i j ; (19:28-29), that school authorities have an obligation to | ; so structure the job of teaching that it becomes possible | 55 for the teacher to achieve a sense of personal fulfillment. To really feel like a professional, the teacher must gain some autonomy and at least share in the responsibility of planning and executing school policies. In his 1954 dissertation. Smith concluded that: . . . teachers reported that administrative policies and practices, either through their abasence or their ineffectiveness, are related to teacher efficiency. The assignment of teacher loads and extracurricular duties was the administrative area in which the greatest number of teachers reported that inadequate policies or poor administration affected their teaching efficiency adversely. (106:166) I Hungate in his thesis (101:23) listed irritants of r !secondary teachers as poor architectural design of buildings, useless faculty meetings, loading a room with discipline cases, unfair distribution of non-teaching ;duties, and lack of student discipline by administrator as | j the top five of his ranking. Hopefully, since 1950 when i 'the list was compiled, many changes have occurred at the } I ’secondary level which may have alleviated some of these |concerns, but obviously, new problems in the form of I I student militancy have arisen to take the place of the old ;problems. j Length of Service Friedlander (39:71) found that with advancing age I and tenure, work became more meaningful for higher j i I performers but less meaningful for low performers, although 56 the importance of the social environment increased for both high and low performers. Sex Grusky (43:75) found that the strength of a person's commitment to an organization is influenced by the rewards i I j he has received from the system and the kinds of j experiences he has had to undergo in order to receive the ! j i rewards. It is hypothesized that . . . the greater the | | obstacles the person has overcome in order to obtain the I organization's rewards, the greater his commitment. The ; hypothesis, tested by comparing managers as to sex and j j amount of formal education for each level of upward j i mobility was consistently supported. It was stated in a I study by the American Medical Association (47:89) that j y i I employed women create special problems for employers who strive to keep employees satisfied. By their very ! ■ differences, they require special conditions for the most | effective functioning and best adjustment to the j i occupational climate. j : Trusty and Sergiovanni in their study of need : deficiencies of teachers and administrators (89:168-180) ; stated that women were reported to be more satisfied with their professional role than men, but have a greater need deficiency in regard to security. Morgan (66:60-64) ; * i ! \ j recommended that administrators should survey morale ^ 57 periodically, investigate reasons for differences in norale, and employ teachers representing cross sections of axperience, age and sex. Teacher participation and j jconferences are urged. Wayson (93:78) in a survey of women teachers wanting ito remain in slum schools learned that teachers felt that i j slum schools were more free from pressures and duties than other schools; and disadvantaged children were perceived as in need of and responsive to warm, nurturant personal 'relations with teachers. j Summary ! i I From the above citations from research the writers ( Iconclude that school organizations, being similar to i businesses, must seek to install participative management 'so that the goals of the organization become parallel with I ! I ! I those of the individual in the profession. j \ \ j Sergiovanni (80:66-82) in studying teacher !satisfactions and dissatisfactions reported: I i I i Achievement, recognition and responsibility were j factors which contributed predominantly to teacher job j satisfaction. Interpersonal relations (students), i interpersonal relations (peers, supervision technical, ! school policy and administration), unfairness, status and personal life were factors which contributed predominantly to teacher dissatisfaction. Further, ! i the satisfaction factors identified for teachers tend to focus on the work itself and the dissatisfaction | j factors tend to focus on the conditions of work. The t results of this study tend to support the universality j i of Herzberg's findings. i 58 Chapter Summary This review of the literature, just as the Jaycox- Tallraan review (103), has been divided into three sections each investigating one area of research: psychological, industrial and educational. As in the Jaycox-Tallman study, an analysis of the literature reveals wide divergence in author opinions regarding what motivates human beings and builds greater inner employee satisfactions on and from the job. The ipresent study supports Jaycox and Tallman's statement that the marked disparity of author opinions be traced to the i broad range of instruments used to probe the factors of motivation. { Complete freedom of choice by respondents, as allowed by Herzberg and utilized in the Jaycox and Tallman ;study, mandated similar procedures for the present | companion study. CHAPTER III PROCEDURE This chapter is devoted to a description of the 'procedure followed in pursuing this study. The plan was as follows: (1) devising a plan for the collection of the data that would provide meaningful information about the motivation of high school teachers and at the same time i jallow for meaingful comparisons to be made with the recent |efforts of Jaycox and Tallman with elementary teachers, (2) adopt the methods and instruments used by Jaycox and iTallman to accommodate high school teachers, (3) obtain i permission from the Los Angeles City Schools to conduct the ! istudy, (4) select the would be respondents, (5) collect the i data, (6) analyze and collect the data, (7) prepare the j : data for the computer, (8) present the findings from the j ianalysis of the data, (9) the presentation of conclusions, ! recommendations and implications. i j i Implementation of the procedural plan : Method j The present research was stimulated by the Jaycox j and Tallman (103) study of the Motivation of Elementary j ! i School Teachers. Jaycox and Tallman recommended that a j 60 comparison study which reflected the motivation of high school teachers would be of value to the literature. In order that a meaningful comparison could be made, the present authors decided to duplicate the Jaycox-Tallman procedures as nearly as possible including the critical ! incident technique as originated by Flanagan (38) modified i I by Herzberg (8) and adapted for use with teachers by Jaycox 1 !and Tallman as the method for gathering data. i Critical Incident Technique j The critical incident technique found its origin in j I the work of John C. Flanagan during World War II. For the j i i i i most part the technique has been implemented in face-to- j j | j face interviews with the respondents. However, the I critical incident technique has been used for direct ! i j observation without the knowledge of those being observed ! in an industrial setting (38) and the results used for ; I | constructing selection tests. Flanagan (38:352) reported : that in 1949 the Finkle study of industrial foremen, a form closely related to the one used in the present study i ; was used. Respondents were to evaluate what foremen did j from observation on a feeling level which indicated either ; good or bad performance to the respondents. i Henberg modified the techniques for gaining ' ; t j insights as to a person's attitude about his job. As ; I i f j I noted by Jaycox and Tallman, Herzberg*s modification was j ! I 61 later used by Myers. Essentially, the respondents were asked to relate incidents which created good or bad inner feelings about the job. The incidents were categorized and ranked. Jaycox and Tallman asked respondents to record critical incidents on tape or on an open ended questionnaire. This study modified the Jaycox and Tallman ! model in only one respect: no recording tapes were j utilized. Jaycox and Tallman reported that of the 232 responses received only sixteen used the taped response. 1 The instrument used for collecting the data for the t i i J present study asked two questions: "Will you please think j t j | of a recent incident which made you feel exceptionally j ! good about your job as a teacher?" and "Will you please : think of a recent incident that made you feel excep- 1 i i 1 tionally bad about your job as a teacher?" The [ j J : respondents were asked to be brief, accurate and objective j ' ! and to describe a specific incident rather than a general | i ! ; condition. Furth.r, the instrument encouraged respondents! ! i i to describe several incidents. j Adaptation of Instruments The personal data questionnaire had to be adapted j for use of high school teachers. Teachers were asked to ; indicate the name of the assigned school to permit ! ! I ! grouping for statistical comparisons. The groups were ■ i teachers teaching in high schools with projects under j 62 Title I, Elementary and Secondary Education Act and those in other high schools as a more accurate indice of the socioeconomic nature of the school's community than the perception of the teacher which was the measure used by Jaycox and Tallman. Also, it was necessary to ask the respondents the subjects taught in order to test the hypothesis concerning the differences of satisfiers and | dissatisfiers for teachers of academic and non-academic subjects. In addition to the above information, teachers j were asked to indicate sex, marital status, number of ; | | children, age, the extent of formal education, majors, i j where educated, experience in present school and school | district, credentials held, and the number of students in i ! classes. i 3 i ; permission to Make Study : I The Committee of Research Studies for the Los ! : | Angeles City Schools was petitioned for permission to make j | this study. An abstract of the proposed study with the j ; instrument to be used was submitted to that committee and ! subsequently to the department of secondary education. j Permission to make the study was granted. Files in the , I : Division of Secondary Education were available to the I i i research team for selecting the respondents. i 63 Selecting the Sample The decision to sample 400 high school teachers as an adequate measure for the present study was approved by the doctoral study committee. The doctoral committee also suggested that prior to the selection of the sample the high schools in Los Angeles should be divided into two groups: schools of deprived areas and other schools. Of the forty-seven high schools in the district, fourteen qualif' d for assistance under the Elementary and jsecondary Education Act, Title I, and comprised Group I. Thirty-three schools received no such aid and comprised i Group II. i The committee approved the selection of approxi- j Imately 200 teachers from each group as a basis for the jstudy. : The number of teachers in each school was obtained t ! ! t !from the Los Angeles City Schools Division of Secondary j !Education. Schools in Group I had 1866 teachers while | i ! schools in Group II had 3026 teachers. j ■ j The total number of teachers in each group was i divided by 200. For Group I the figure obtained was 9.33. j For Group II the figure was 19.63. The procedure indicated that for every 9.33 teachers in Group I, one teacher would i be chosen: and for Group II for every 19.63 teachers, one i teacher would be chosen. In Group I the total number of j 1 ! ! I [ teachers in each school was divided by 9.33, which produced] the number of teachers in each school of Group I that would be needed for the sample. The same procedure was followed for Group II using the figure of 19.63. This procedure indicated that for Group I 200 teachers should be selected and for Group II 197 should be chosen. The difference in these two figures can be attributed to the necessity for rounding off the numbers to the nearest one-half. Once the number to be chosen from each school was i j determined, that number of teachers was chosen on a random !basis as described below: numbers corresponding to the I }number of teachers in each school were written on cards of equal size and placed in a container and thoroughly mixed. A number of cards was selected from the container i i corresponding to the number previously determined for that j school to obtain a proportionate share of the total number | of teachers to be chosen for whatever particular group the school was in. These numbers were recorded for each i school. The respondent teachers were chosen from a form | j of the Los Angeles City School District's Division of ■ Secondary Education entitled "Roster— Certificated ; personnel Organization Report." This form lists by school each staff member in alphabetical order and is numbered i serially. The numbers previously chosen were located on i this list, and the name and address of the teachers named j were recorded as the sample used for the present study. 65 The 397 teachers so selected were sent a packet which contained a letter explaining the project, the personnel questionnaire, the critical incident instrument and a stamped, addressed return envelope. Responses were difficult to obtain. Three follow-up letters were used over a three month period and follow-up telephone calls, instruments used may be found in Appendix C. From the 397 letters and questionnaires originally mailed, 201 usable questionnaires were returned repre- ! senting a return of 50.6 per cent. The committee had i previously agreed that a return of 50 per cent would be j j acceptable to validate the findings. I A professor of Educational Psychology at the 1 j ! University of Southern California suggested an additional 1 i I | survey should be made which would indicate the nature of i the bias introduced by the small percentage of returns. i An additional group of twenty-two teachers not previously i ; involved in the study were selected on a random basis. ! Eleven of those selected were from those high schools receiving federal aid from under Title I, Elementary and | Secondary Education Act, and eleven were from other high schools. These teachers were contacted by telephone and ; advised of the nature of the study and the purpose for the j I personal contact. Only one teacher failed to agree to j i , i j complete the questionnaire. In addition to the j 66 information on other questionnaires, the specially selected respondents were asked to indicate if a response would have been forthcoming if no telephone contact had been made. A follow-up letter resulted in the return of only two additional questionnaires. This effort was subsequently abandoned. The questionnaires so received were not used in this study. The 201 respondents related 743 incidents. Analysis of the Incidents Following the procedure of Jaycox and Tallman, the incidents were studied by the research team, each reading the incident and coding it within the set of categories refined by Jaycox and Tallman from Herzberg. The Categories Defined In coding the categories the research team used as a guide the definitions of the categories as defined by Jaycox and Tallman (103:105-110). 1. Recognition. The major criterion for this category was some act of recognition to the respondent. The recognition could come from many different sources— an administrator, a pupil, a fellow-teacher, a parent, or the general public. Some act of notice, praise, or blame was involved. In the subcategories, positive recognition was differentiated from acts of criticism, or negative recognition. It was necessary to distinguish between the cate gories of interpersonal relations and recognition, and the defining characteristic was the emphasis on the act of recognition, or on the charac teristics of interaction. 67 2. Achievement. The definition of achievement also included its opposite, failure, and the absence of achievement. Stories involving some specifically mentioned success were put into this category and these included successful completion of a job, solutions to problems, and seeing results of one's work. 3. Possibility of growth. This included incidents in which the respondent described changes in his situation involving objective evidences that the possibilities for his growth were now increased or decreased. An example of this is a change of status that officially included a likelihood that the respondent would be able to rise in his profession, or the converse. Also coded in this category were stories in which a new element in the situation made it possible for the respondent to learn new skills or to acquire a new profes sional outlook. 4. Advancement. This category was used only when i there was an actual change in the status or posi tion of the person in the school system. In situations involving no change in status but with increased opportunities for responsible work, the change was considered an increased responsi bility (a different category), but not formally an advancement. j 5. Salary. All sequences of events in which j compensation plays a role are included in this category. 6. Interpersonal relations. Although interpersonal relations are found in most incidents, coding of this category was restricted to those stories in j which there was some actual verbalization about j the characteristics of the interaction between the J respondent and some other individual. Three major categories were set up: ! Interpersonal Relations— principal or other j superior 1 Interpersonal Relations— Pupils | Interpersonal Relations— Peers (fellow ; teachers, parents, and other adults) ; i Within each of these categories a series of | subcategories describes various kinds of j 68 situations involving interaction of both a positive and negative nature. See Appendix A. 7. Supervision-technical. The competence or incompetence, fairness or unfairness of the supervision received were included in this category. Statements about supervision were coded with respect to the principal*s (or assistant principal) willingness or unwillingness to delegate responsibility, his consistently critical attitude, or the help and encouragement he provided. 8. Responsibility. Factors relating to responsibility and authority are covered in this category, which included incidents in which the respondent derived satisfaction from being given responsibility for his own work or the work of others, or from being given new responsibility. Also included are stories in which there was a loss of satisfaction or a nagative attitude towards the job stemming from a lack of responsibility. When, however, the story concerned the wide gap between a person's authority and the authority he needed to carry out his job responsibilities, the factor identified was "District/School Policy and Administration," because such a discrepancy was considered evidence of poor management. 9. District/School policy and Administration. This category described those components of an incident in which some overall aspect of the school district or the school was a factor. Two kinds of overall District/School Policy and Administration characteristics were identified. One involved the adequacy or inadequacy of district/school organization and management; the second concerned not inadequacy but the harmfulness or beneficial effects of the district or school's practices. These are primarily personnel practices. 10. Working conditions. Coded in this category are | incidents in which the physical conditions of work,| the amount of work, or the facilities available fori doing the work were mentioned. Adequacy or ! inadequacy of space, ventilation, lighting, j supplies, and equipment, and special help for j children, are included here. j 69 11. Work itself. Work itself was used when the respondent mentioned the actual doing of the job or the tasks of the job as a source of good or bad feelings about it. Considered here were jobs described as routine or varied, creative or stultifying, overly easy or overly difficult. The duties of a position can include an opportunity to do a whole job, or the teacher may feel lack of an opportunity to carry through an entire operation. 12. Factors in personal life. This category included situations in which some aspect of the job affected personal life in such a way that the effect was a factor in the respondent's feelings about his job. Family needs for salary and other family problems stemming from the job situation were acceptable. 13. Status. Rather than infer status consideration from other factors, such as an advancement in position, status was coded only when the respondent actually mentioned some sign or appurtenance of status as being a factor in his feelings about his job. Thus the anecdote of a teacher who was chosen to do a demonstration lesson and who felt new respect from her peers because of this was coded under this category. 14. Job security. Objective signs of presence or absence of job security, including tenure, were thej criterion for this category. j i j 15. Discipline. This category was added to meet the j special demands of the educational milieu. General' positive or general negative statements regarding j the disciplining of pupils are included. Quite : often a teacher*s job attitude is influenced by thej effectiveness or the ineffectiveness of the school ! administrator in handling the discipline problems of the school, so provision is made here for this type of coding. Validation of the Coding j After each member of the research team had coded jeach incident, there were differences which were discussed and resolved. It had been previously agreed to submit those incidents where no agreement could be reached to a 70 member of the committee for arbitration. This was not necessary because it was found that the differences in coding were the result of misunderstanding of what the respondent had said or what the previously agreed on categories as defined by Jaycox and Tallman meant. Utilization of the Computer In constructing the personal questionnaire, adequate space was allotted for the coding of that data. A programmer at the USC Computer Center assisted in the j | preparation of the questionnaire. The incidents were L i coded on a separate sheet and attached to the personal questionnaire for use by the Computer Center. A Professor i of Educational Psychology at the University of Southern i California suggested the proper program to obtain the i i | tables of comparative frequency and the Chi squares from i the Computer Center which were used in this study for the j findings, conclusions, and recommendations. Yate's j | correction for continuity was applied. The described ! I procedure replicates the efforts of Jaycox and Tallman. i ; ) Summary Guided by the work of Jaycox and Tallman with ; ; i elementary teachers, a companion study for high school j I teachers was undertaken. The instruments used by Jaycox I \ j i and Tallman were adapted for use with high school j | teachers. Three Hundred and ninety-seven teachers from j ! 73 I forty-seven Los Angeles City High Schools were selected on a random basis to receive the instruments. Of the 397 teachers selected, 200 were from schools receiving aid under Title I, Elementary and Secondary Education Act, and labeled Group I. One hundred and ninety-seven teachers from other schools without federal aid were labeled Group i / II. A low return of 50.6 per cent prompted an attempt that would indicate the nature of the bias introduced by the i return. The attempt was unsuccessful, and the data received was judged inadequate for the purpose it was r |designed and not reported in the study. At least one identifiable return was received from each of the forty-seven high schools. j j From the 201 respondents, 743 incidents were i I received. The incidents were coded according to categories [ iestablished by Herzberg and adapted for use for teachers by 'Jaycox and Tallman. This data was submitted for i statistical treatment by the University of Southern ; | I California Computer Center. CHAPTER IV THE FINDINGS The population The original sample selected consisted of 397 high school teachers from the forty-seven high schools in the Los Angeles City School District. Two hundred and one usable questionnaires were returned representing 51 per cent of the original 397. Fourteen which were returned were unusable because of various degrees of incompleteness.! The personal data from the 201 respondents may be j found in Table 1. ! Most of the respondents were males. Men represented 6 7 per cent of 201 who returned usable questionnaires. I Thirty-two per cent were women. There was one unmarked j response. The sex of the respondents was surprising when j it was taken into account that in the original sample 62 j i per cent were men and 39 per cent were women. The obvious i J reason was that there were more men than women teaching j j high school in the Los Angeles City Schools. Most ; respondents were married; they represented 75 per cent of j the sample. Eighteen per cent were single. The remaining j few were divorced, separated, widowed or made no response, j The exact breakdown may be found in Table 1. 72 73 TABLE 1 CHARACTERISTICS OF THE POPULATION Characteristics Frequency . N = 201 Per Cent Sex Male 135 67 Female 65 32 No Response 1 1 Marital Status Single 36 18 Married 150 75 Divorced 7 4 Widow/Widower 1 1 Separated 1 1 No Response 6 3 Children 1 None 71 35 One 18 9 Two 51 25 Three 36 18 Four 21 10 Five 3 2 Six 0 0 Seven 1 1 No Response 0 0 i Age 20-25 15 8 26-40 80 40 i 41 or over 88 44 No Response 18 9 I Degrees No degree 7 4 BA 110 55 MA/MS 79 39 Doctorate 4 2 No Response 1 1 TABEL 1-— Continued 74 Characteristies Frequency N = 201 Per Cent j [Units above BA 1-15 6 3 16-30 22 11 31-45 15 8 46-60 14 7 61-75 17 9 76-90 17 9 91-105 11 6 106-120 5 3 121 and above 4 2 No Response or Other ■ 90 45 Units above MA/MS 1-15 8 4 16-30 19 10 31-45 12 6 46-60 13 7 61-75 1 1 76-90 7 4 91-105 3 2 106-120 3 2 1 121 and above 0 0 No Response or Other 135 67 ! i Units above Doctorate 16-31 1 i 1 1 1 91-105 1 1 No Response 199 98 Categories of Academic Majors Natural Science 27 13 i Social Science 39 19 1 Humanities 26 13 Mathematics 10 5 ! Fine Arts 5 3 ! Foreign Language 13 7 No Response or Other 81 40 TABLE 1--Continued 75 Characteristics Frequency N = 201 per Cent Categories of Non-Academic Majors Music 8 4 Physical Education or Health 23 11 Business Education 10 5 Industrial Arts 27 13 Home Economics 9 5 Drive Education 0 0 Agricultural Science 0 0 Education 8 4 No Response or Other 117 58 Degrees for Teachers Trained BA in California 82 41 MA/MS 7 4 Doctorate 0 0 AB & BA 42 21 AB & MA & Doctorate 2 * 1 * [ AB & Ed.D. 0 0 MA & Ed. D» 0 0 Less than BA 1 1 1 No Response 67 33 Degrees of Teachers not Trained in California BA 34 17 ! MA/MS 2 1 | Doctorate 1 1 ! BA & MA 28 14 I BA, MA S t Doctorate 2 1 1 BA S t Doctorate 0 0 ! MA & Doctorate 0 0 No Response 134 67 Years of Teaching Experience One Out of State 7 ! 4 i l Two 4 2 ' Three 2 1 ! Four 2 1 Five 10 5 ! 6-10 6 3 t 11-15 6 3 16 or over 1 i ; None 163 8! j No Response 0 0 ! i — i TABLE 1— Continued 76 Frequency Characteristics N = 201 Per Cent Years of Teaching in California One 19 10 Two 13 7 Three 13 7 Four 7 4 Five 16 8 6-10 50 25 11-15 41 20 16-20 18 9 21 or over 24 12 None 0 0 No Response 0 0 Years Taught in Present School One 23 11 Two 25 12 Three 20 10 Four 13 7 Five 21 10 6-10 36 18 11-15 20 10 16-20 6 3 21 and over 10 5 No Response 27 13 Years Taught in Present District One 12 6 Two 12 6 Three 12 6 Four 8 4 Five 12 6 6-10 44 22 11-15 33 16 16-20 17 9 21 and over 15 8 No Response 36 18 77 TABLE 1— Continued Characteristics Frequency N « 201 Per Cent Credentials— General General or Standard Secondary 123 61 General Elementary and General Secondary 5 3 General Secondary and Secondary Administrative 17 9 General Secondary and Elementary Administrative 1 1 General Secondary and General Administrative 2 1 General Administrative 3 2 General Secondary and Junior College 6 3 No Response 44 22 Credentials--Special Special Subject Areas 52 26 EMR 1 1 Psychometrist 1 1 Pupil Personnel 6 3 Speech Therapist 0 0 Psychologist 0 0 Provisional 4 2 No Response 137 68 Type of School Group I (deprived) 97 48 Group II (others) 93 46 No Response 11 6 School Size Under 1500 1 1 1500-1999 11 6 2000-2499 35 17 2500-2999 48 24 3000-3499 50 25 3500-4000 37 18 4000 and over 11 6 No Response 8 4 TABLE 1— Continued 78 Characteristics Frequency N = 201 per Cent Academic and Non-Academic Teachers Academic 109 54 Non-Academic 89 44 No Response 3 2 Average Class Size Under 25 38 19 Over 35 43 21 Between 25 and 35 112 56 No Response 8 4 79 Thirty-five per cent of the respondents indicated that they had no children. The reaminder had from one to seven children. The most frequent number of children mentioned was two which accounted for 25 per cent of the population with approximately two children per respondent. Eighty-eight of the respondents were over forty. ! This was 44 per cent of the population. Forty per cent were between twenty-six and forty and only 8 per cent twenty-five or less. Eighteen failed to answer the question. Most of the respondents had Batchelors degrees. Of I the 201 respondents with only Bachelor's degrees the group represented 55 per cent or 110 teachers. Seventy-nine had Masters degrees. Four had doctorates. One teacher failed ! to respond to the question. It was surprising to find ! seven had no degree at all. Of the group having Bachelor's ; degrees all but one indicated having earned some graduate i ! hours. The number of hours ranged in categories from i i one to fifteen to 121 and above with some respondents in i each category. Table 1 presented the complete breakdown. i It should be remembered when referring to the table that j all percentages were computed with frequency 201, and further that the no response category which understandably j I was quite large included all those with advance degrees ; i and the seven with no degree. j 80 Thirty-one per cent of the population indicated work beyond the master's degree. Categories ranged one to fifteen semester hours to 106-120. The numbers in each category and percentage of the total population are detailed in Table 1. Of the four respondents with doctorates, two i indicated post doctoral work. One indicated work in the sixteen to thirty hour category, and the other indicated work at the 91-105 level. Sixty per cent of the respondents possessed an i ! . . . i academic major. Social science majors were the most | plentiful with 19 per cent of the entire population. The i ifine arts had the smallest representation with only 3 per ; i Icent. j i ! Forty-three per cent indicated a non-academic major.j i i iIndustrial arts was the largest group in the non-academic ! ; ■ j ;area with 13 per cent of the original population. Music | |and education comprised the smallest group of the 201 I | respondents with 4 per cent each. | Of the teachers trained in California eighty-two ; ; or 41 per cent of the population had bachelor's degrees. : Forty-nine or 24 per cent of the population had masters degrees. Two had doctorates, and one indicated no degree. : j The respondents for the most part have been i i ' j teaching in California for over five years. One hundred \ . » ; and forty-nine or 74 per cent reported from five to over 81 twenty-one years of teaching in the state. The respondents varied in experience in present school from one to over twenty-one years, and the same is true for the years spent in the district. Table 1 displayed some discrepancies in area. Obviously if twelve teachers have been in the district for only one year then it would be impossible for twenty-three to be working in Itheir present school for one year. The discrepancy was i jattributed to the number of "no responses." I The respondents held a variety of credentials. One hundred and fifty or 73 per cent held the general secondary credential. Fifty-two or 26 per cent held credentials for special subject areas. A specific breakdown can be found ’on Table 1. > Ninety-seven or 48 per cent of the respondents ! :indicated they taught in deprived area schools as defined for the purpose of this study. Ninety-three or 46 per cent iindicated they taught in other schools. Eleven did not | [respond to the question. I School size varied from under 1500 to over 4000. [ One hundred and seventy of the respondents indicated school; size between 2000 and 4000. Table 1 has shown a complete !breakdown as the school size was given in multiples of 500.j i A small majority of the respondents indicated the i I ! | majority of teaching preparation to be in the academic j i area. This group represented 109 respondents or 54 per cent of the total population. Eighty-nine teachers indicated the majority of their preparation to be non-academic. This accounted for 44 per cent of the population. Three did not respond to the question. The most popular average class size indicated was between twenty-five and thirty-five with 112 or 56 per cent falling in that category. Thirty-eight or 19 per cent indicated average class size as less than twenty-five. Forty-three or 21 per cent indicated average class size of over thirty-five. Eight did not respond to the question. Factors Contributing to Satisfactions of Teachers Thirteen teachers of the 201 who returned the questionnaire listed no incidents of satisfaction. Several left the page blank. One wrote ” NOISE 11 1 Another wrote "Too many black problems to feel good about anything." However, 364 favorable incidents were reported. The favorable incidents are categorized and ranked on Table 2. Achievement ranked first as a satisfier. Within the 364 incidents reported, achievement was a factor, in 74 per cent. Described were incidents in which the teacher experienced some degree of success in facilitating pupil growth in either the cognitive or affective domain or both. Some typical incidents are described below: 83 TABLE 2 A COMPARISON OF FREQUENCY, PER CENT, AND RANK ORDER OF THE MAJOR CATEGORIES FOR SATISFIERS Rank Order Satisfiers (N=364) Category Frequency Per Cent* 1 Achievement 270 74 2 Interpersonal Relations— Pupils 239 66 3 Recognition 225 62 4 Work Itself 90 25 5.5 Interpersonal Relations— peers 49 13 5.5 Status 49 13 7 Possibility of Growth 26 7 8 Interpersonal Relations— Administrator 21 6 9 Responsibility 19 5 10 Discipline 16 4 11 Advancement 10 3 I { 12 Personal Life 7 2 I 13 Supervi sion-Technical 6 2 I 14 Salary 4 i ! 1 15 Working Conditions 3 1 ! 16 District-School Policy and Administration 0 i i o i 16.5 Job Security 0 o i 1 I *The percentages total more than 100 per cent, since more j than one factor can appear in any incident. The base i used was the total incidents rather than factors. 84 In teaching reading at the high school level one often gets very discouraged because of built-in definition on the part of many of the youngsters, plus surface apparent lack of interest. Recently one of the girls who has left my reading classes to go on to other English classes has been buying many books (paperbound). She and some of her friends eat lunch in my classroom and I hear her tell her friends there who were examining one of our reading books, that it was a very good book— the first she had read all the way through (She read her first semester in reading class). She is getting excellent grades and is on her way to college. I've been teaching the psychologically based system of organization originated by Richard Borden and Alan Monroe. The speakers in class were phenomenally good. Most of them really communicated. They had gotten the idea and at last a group of high school students know something about speech and about oral communication. This showed up in talks these young people made to elementary school children about United Crusade. They responded well; the elementary school children were thrilled with the talks, and the teachers said some of them were the best they had known. The unit was successful. ! I had a young boy in my class about a year and a J half ago who came in very overweight and under I developed physically. As the semester progressed he J developed an interest in his physical condition and j decided to do something about it. He went on a diet j and started to participate to his maximum in class j activities. Within six months his physical condition I improved drastically. Although I no longer have him | in my class, I still see him periodically and his interest in his physical capabilities still continue. The second most frequently mentioned factor in I favorable incidents was Interpersonal Relations— Pupils i and was apparent in 66 per cent of all the incidents i j reported. Many incidents in which interpersonal relation— | I pupil was factor also involved some elements of achievement; 1 and recognition. Favorable incidents in which j 85 interpersonal relations with pupils was a factor involved some direct experience with a student or group of students and usually some dialogue was reported: I felt exceptionally good when a student whom I have been teaching and counseling said I had helped her to learn more about herself and be happier than she was before. She has changed her attitude from a rather negative feeling about life to one of at least a hopeful, and considerably more positive outlook. It has been a wonderful feeling to see this young lady grow and be able to feel that perhaps I have contributed to this beautiful experience. A student to whom I "talked” expressed the idea that she thought all teachers were against students and now she has altered her opinion a great deal because of our relationship. j An ex-student returned to tell me about his present status. He indicated it was my understanding and helpful attitude that got him through some unpleasant times in his high school career. He decided to follow ; a career in teaching after serving in the military, j which finds as I related it would be. I received a cheery greeting from a motorist, former student, now a successful M.D. \ I A student came to me because he needed help in j ; interpreting an incident that happened between him and j I another teacher. At this point in his development the j student can be and often is very flippant and j disrespectful to an authority figure (in this case the j I teacher image). He often tries (through comments and behavior) to put the teacher "on the spot.” I have worked with him attempting to help him see how he can appear to others. One day he came to me because he was having trouble with another teacher. She dismissed j him— telling him that he was old enough to see the j fault of his way. He came to me, and we had a genuine j talk. Since that time the student has improved ! considerably in attitude. He now seem; to try to see j ; the entire situation in perspective. I received a ! positive reaction because I realized that many of the > i students could improve their self-awareness and | responsibility through subtle yet concerned guidance, j 86 Third ranking as a satisfier was Recognition. Sixty-two per cent of the incidents involved recognition of some type. Many of the incidents which involved I recognition involved achievement and interpersonal relations. Recognition came from parents, peers, superiors, and students. | A new teacher was sent to my classes to observe. I The principal gave some very complimentary reasons why i I was recommended. J | Recognition and support by my department as illustrated by a voluntary donation by members toward supplies for one of my classes which is inordinately expensive, but performs a desired service for the j departments' majors. j j I I I had a recent letter from a parent who said she wasi quite happy and grateful that her daughter had taken [ | driver education in my class. She was pleased with the| | attitude and skill that her daughter had acquired j | towards driving. She felt I had done a good job . . . | better than if she or her husband had tried to teach j j her. I I was asked to teach a seminar in advanced Biology to honor biology students in the summer of 1968. | i There were four of these classes in all of Los Angeles City. The superiors expressed welcomed support of my | methods both personally and to administrators with j i whom I work. 1 A student in my first semester class of teaching (two years ago) came back to interview me as part of her assignment at Long Beach State. I was influential in encouraging her to go into the field of Home Economics and she went on to tell me how excited she was with her choice of majors. As she spoke and told how excited she was to be able to directly apply the things she was learning to her daily living. I felt a i glow of satisfaction that I had been able to help- her : on her way to achieving something as worthwhile as j this. She also said she has used many of the things [ - she had learned from our foods class very often and j ! mentioned a few things I had even forgotten we had ; done. j 87 Fourth ranking as a satisfier was Work Itself. Included in this category were those incidents in which the |teacher indicated some degree of satisfaction in performing i I jthe duties of a teacher. Work Itself appeared ninety times t | in the incidents described and was a factor in 25 per cent jof the incidents described. ! j I helped to supervise a high school activity. The ! actual incident which made me feel exceptionally good ! was to watch how much whole hearted participation there was during the clean up after the activity. i i j One student and I worked very hard for several days i on a project for an art exhibit sponsored by the schools to be held at ____________ Park this week. This j student was so enthusiastic and involved in the art ! j project that he thought nothing of giving up his lunch j i period to work with me. He even came to school when hej i was ill with the flu. The results were very rewarding ! | for him and me. His art work was picked to represent our school in the art competition. . . . i I usually try different kinds of lessons and often devise new approaches to create an interest in words. I I was finally told by a student that she had never had so many words "crammed" down her throat. Surprisingly she did not appear to be complaining. Shortly \ afterwards the students began asking for certain types j of vocabulary lessons that they especially liked. j [ I have a group of tenth graders who are generally j ! bright, wholesome, and interested in doing an excellent job. Being associated with the young people serves to keep me in teaching. Recently I borrowed a formica router trimmer from an! industry and showed the class how to use one and how much time it saved doing the job. The class was really; amazed at the job it did and how much time was saved. j j Interpersonal Relations— Peers was tied with Status J i ' for fifth and sixth place and was a factor forty-nine times' ! ! 1 J | and appeared in 13 per cent of incidents described. j 88 Incidents in this category often mentioned satisfactory encounters with parents and occasionally fellow teachers. I received an honorary life membership in the P.T.A. Several fellow teachers expressed concern when leaders in campus unrest intimidated me. They considered me to be one of the better teachers. A parent offered to sit in my room to protect me. An irate mother called recently and complained about public schools and a particular teacher's comment, "You know you are failing this class, Dave." Although the mother would not have conference with the teacher and evidently could not face the proof of the poor quality of her son's work, she did come in for a conference. She vented her rage, frustration and asked for help with her son's adjustment to public high school. The boy had formerly attended private schools. Although, the son eventually had to be placed in the "opportunity room" because he continued to feign illness and being misunderstood, both the mother and son have expressed their thanks for my efforts and the cooperation of the staff in keeping this boy in school. The mother is a widow, a professional woman, and brusquely outspoken, her thanks were more overwhelming than her criticism was at the beginning of our meeting. At a recent football game as I was walking out the gate, two parents stopped me and introduced themselves. The parents were the parents of a former student of mine. I recalled the student and asked them how he was doing. "Pine," they answered, "This is why we want to give you our sincere thanks. He will be graduating from the University of California at Berkeley as an ] architect. He says that you motivated him in this j direction and encouraged him to continue his education."! It was purely an ego-building incident with an j eighth and ninth grade art class. The drawing and i filming on *mm equipment took three weeks. The j premiere showing to the class was a hugh success. i Later I showed the film to fellow teachers. They all ; indicated real interest. 89 Status was tied with Interpersonal Relations— Peers and was a factor forty-nine times and mentioned in 13 per cent of positive incidents reported. I felt good when I was asked to serve on a book committee to help choose books for the Los Angeles City ! Schools in the area of English and reading for students j in the so-called deprived areas. j My job this year is to help new teachers. Some of these I worked with when they were students or student ! teachers. Seeing them start as teachers is Great! 1 / I One of my students recently won the Medallion Award j from Union Oil Company. As the sponsoring teacher I was present when the awards were presented. I was introduced as were the proud parents of the student. [ This was a very rewarding moment. I was elected to the vice-president of ____________ Educators of Los Angeles. All members of this group are Los Angeles City employees. I was selected to i teach a special experimental program. i ! I attended a special course at UCLA this past summer| and was associated with men and women of superior j i intellectual ability. My position as a teacher made J j this satisfactory experience possible. i j Possibility of Growth ranked seventh as a satisfier.! ; It was coded twenty-six times as a satisfier and was j i , i ! mentioned in 7 per cent of the incidents reported. I I I ! I received a National Science Foundation grant m i science. As a result I am able to do a better job as ! a teacher. j 1 | After being blackballed for nine years as a result of a personality clash I was allowed to become a training teacher. ; i r , Recently I made application for a new school opening in ____________ and was accepted. Many j respected teachers were transferred as well. I was j I gratified to be in their company. My intention is to j i become more involved in extracurricular student i activities. 90 I was allowed to participate, without loss of pay in a conference panel for the California Association of School Psychologists and psychometrists. The subject was creativity. In team teaching with a UCLA Economics professor at my school I gained greater confidence in my ability. Eighth ranked was Interpersonal Relations— Administrator. It appeared twenty-one times and was a factor as a satisfier in 6 per cent of the incidents classified as satisfiers. I have had many satisfactions as a teacher including recent compliments from teachers, administrators, and even students. The principal of the school mentioned that he thought, well of some of the projects that were taking place in my class. My class of last spring claimed their present teacher was not teaching them as much as they had already learned from me and requested the principal to investigate and change my program so that I would have their class. The principal could not acquiesce but he did ask me to help the other teacher with her lesson plans and general objectives. The principal of a school from which I transferred called and said, "Don’t you dare tell them how good you are.1 1 My principal said he thought I was a good teacher. j When a parent called to complain about a class assignment, the principal answered, "Mr. ___________ knows what he is doing." ; I requested a transfer and the principal for the j first time said what a good teacher he thought I was. He said he felt I had great empathy and volunteered ; the information that he would give me a good recommendation even though the school I sought to ■ transfer probably would not have a vacancy. 91 A kind word and an understanding of motives by the principal, the total support of the department chairman, when a prior-approved activity I instigated met with vehement and vocal ill will on the part of certain faculty members. Responsibility ranked ninth. It appeared nineteen times and was a factor in 5 per cent of the incidents that were satisfiers. I was given the responsibility for some very well oriented students, ones who had the welfare of the Negro race foremost in their minds and acts. I was asked to supervise a football game at a high school where I had previously taught. The principal asked me to help another teacher who was experiencing difficulty. (The above incident is almost identical to two other incidents involving responsibility.) Satisfying incidents involving Discipline ranked tenth. Discipline was a factor ten times and was mentioned i in 4 per cent of the satisfying incidents. j i A boy whom I had to send to the vice principal a j few weeks ago saw me when I returned to school this j week. He greeted me with a "Hello" and a very warm j smile. J I One of my athletes last year began the season very anti-social. He was in trouble with the administration immediately. As the season progressed, he discovered that he had talent. As he became more successful, his anti-social behavior gradually disappeared. i A colored lad had been arguing on every occasion, j j on most quiz scores, and was this day taking up class ; time, because I referred to scores of 35 per cent as j being indicative of only one third correct. I decided to "throw a fit myself." I bawled him out as I would any kid or as I would one of my own. I even threw in a couple of not-too-bad cuss words, the ones that are part of their and their adult associates working vocabularies. It brought an end to the 92 foolishness then and there. After class the kid came up and made an attempt at admitting that he had been wrong. I said, "Are you satisfied now, that I treat all of you the same, regardless of the color of your skin. Do you realize that I too, am quite human, that I too get 'bugged' just as you do?" He smiled (for the first time in class) and answered, "Yah." A student in my mathematics class was a constant behavior problem. At a conference we reviewed his past behavior and attitude. He has come to realize his mistakes and it is resulting in a change in his behavior. Advancernent ranked eleventh as a satisfier and was a factor in ten instances and was a factor in 3 per cent of i the satisfying incidents. This year I was selected as department head. There were teachers with more experience but even they congratulated me. I was recently selected to be a training teacher. Personal Life ranked twelfth as a satisfier, was a factor only seven times and was mentioned in 2 per cent of the favorable incidents reported. My own children, I have four, have much more respect for learning and books because I teach. Supervision-Technical ranked thirteenth as a satisfier, was a factor six times and was mentioned in 2 |per cent of the incidents given as satisfiers. i After several years of frustration with an unsatisfactory principal, I now have one who is competent. Salary which ranked fourteenth as a satisfier was mentioned only four times and was a factor in 1 per cent of the satisfiers- 1 J 93 I feel good when vacation comes and when I get my pay check. Working Conditions ranked fifteenth, were a factor three times and were present in 1 per cent of the satisfying incidents related. This year I am in a new drafting room. I find it wasier to teach. Some textbooks that were not previously available were recently obtained. Job Security and District-School Policy and Administration were tied for sixteenth and seventeenth place. These factors were not mentioned as satisfiers. Factors Leading to Dissatisfaction of Teachers Of the 201 teachers who responded to the question naire two indicated that they could not recall any recent incidents that made them feel bad about their job as teacher. Of the 743 incidents reported 379 were dissatisfiers. These dissatisfiers were categorized and | i ranked on Table 3. j Discipline was most frequently mentioned in the incidents that made teachers feel bad about teaching. Discipline appeared as a dissatisfier 130 times and was a j j factor in 34 per cent of the unfavorable incidents I reported. The incidents categorized under discipline often contained the factors Interpersonal Relations— Pupils, 94 TABLE 3 A COMPARISON OF FREQUENCY, PER CENT, AND RANK ORDER OF THE MAJOR CATEGORIES FOR DISSATISFIERS Rank Order Dissatisfiers (N=379) Category Frequency Per Cent* 1 Discipline 130 34 2 Interpersonal Relations— Pupils 125 33 3 Work Itself 100 26 4 District/School Policy and Administration 96 25 5 Achievement 80 21 6 Interpersonal Relations— Peers 79 21 7 Interpersonal Relations— Administration 61 16 8 Status 45 12 9 Working Conditions 41 11 10 Responsibility 39 10 11 Recognition 38 10 12 Supervision-Technical 34 9 13 Salary 18 5 14 Possibility of Growth 14 4 15 Job Security 12 3 16 Personal Life 8 2 17 Advancement 5 1 ! *The percentages total more than 100 per cent, since more j than one factor can appear in any incident. The base used was the total incidents rather than factors. 95 Work Itself and District/School Policy and Administration. Some typical incidents are related below: I Recent disturbances occurred at our school where they burned our bleachers, started fires in the auditorium and broke windows in the classrooms. Ex-students beat up two teachers in the back of my building. The case is still pending in court. Four students attacked two special policeman on campus and beat them up one week ago. A student in my class was under the influence of some type of drug and I had to j call the Boys Vice Principal and have him removed from ; the class since he was so bad he didn't know where he was and could hardly walk. The auto shop was broken into and all the hand tools were stolen. The night school teacher in my room had four new tires stolen. A student brought his car into my shop for repair. While the students were working on it, another student stole the radio speakers. I had a special aircraft receiving radio for aeronautics class stolen right out J of my office. I was only gone five minutes. It has j never been recovered. I caught three students gambling | with dice. They defied me when I asked for I.D. cards ; and refused to go with me. ! I feel bad about the recent student unrest and I revolts and administrative inability to cope with the problems. ! In my second period class I have had and continue to ; have problems with three students. I cannot reach I them, and it seems neither can the vice principal. I have been asked why don't I teach in an area where my j own kind go to school. They refer to me as a "honkey, , whitey, and other things." This situation is new to j me, I taught for five years at _____________ (another ghetto area school was named here) and nothing like this ever happened. The problem is caused by only a few students, but my whole second period class is suffering. One of the brighter students in my French class, who; had seemed sort of enthusiastic about learning French at the beginning of the semester, but who is quite a talker during class, refused to read a part in a conversation. When I asked him, he just said no he didn't feel like reading. 96 Interpersonal Relations— Pupils was the second ranked dissatisfier, was indicated as a factor 125 times and was present in 33 per cent of the incidents recorded. A student in my class who as apparently had difficulty in his personal life, checked out of school ! yesterday. He has been living in a juvenile home. I have spent considerable time with this boy and now I feel the effort was wasted. A student recently has seemed to be taking pills and | her classroom behavior has often been belligerent. At j the beginning of the term my rapport with her was fairly ; good and I attempted to see whether I could help. j ! Unfortunately the problem has gotten worse and no one • ; seems to be able to reach her. The tragic thing is j j that this girl has the ability but simply cannot be j j helped or motivated now. j : I I [ .1 failed a Negro student. He called me prejudiced, j I am in the work experience office two hours daily. I told a pupil that I did not have jobs for everyone ; at just any time. He called me a liar and said I j i didn’t like him. j i A Negro athlete who I have coached, and devoted a I i great deal of time helping him for the past two years | | said that he thought that I was just using him "Like ■ j all Whiteys," because I disciplined him for missing ! | practice. ! | ! [ An irate student called me a "pig.” j t I i i i Work Itself ranked third as a dissatisfier. Work i ------------ ---- jItself appeared 100 times and was a factor in 26 per cent | : ;of the incidents reported as dissatisfiers. I was trying to get students to observe inductively ; certain common phonetic patterns of work by observing j a group of words in each pattern and filling in blanks j j in a statement pertaining to each group. Many seemed j to be unable to associate the groups of words with the , concluding statement or to even notice that all of the : words were of the same pattern. After checking over the papers, I returned them to the students, going over] with them the first part and asking them to correct thej 97 rest. Most had to be helped individually and several remarked that it was a boring class. The youngsters cannot read well; they spell and write atrociously, but they seem to have little interest in learning the basics. We have some games and contests to vary the work, but they are useful only after the introduction of the principles. I wish I knew how to make these things I believe important for them to learn more interesting. Also, it is difficult to get them interested in reading anything unless it directly related to the assignment. I have to make out grades and I dislike discouraging students with poor grades. I would rather write a line or two about each student but I am not allowed this choice. A student in my class who has been trying to do his j best takes all the examinations and does all the class ! | projects, has only earned a complimentary "D" because ! j I cannot read his writing. It is very discouraging to j j get students who have gone this far in education i | without being able to read or write. | i j ! Fourth ranking as a dissatisfier was District/Schoolj I i j ; I Policy and Administration which was a factor ninety-six | “ | ! times in the incidents reported as dissatisfiers and was j present in 25 per cent cf the dissatisfying incidents ; reported. ! | Each time I order new materials or wish to change ■ I the course in any way I am hampered by administrative { red tape which is overly restrictive. This situation j is very bad. i i ' I Most companys get their employees paid on time. I j cannot understand why this system can not do better. The payroll department needs help. | I sent a student to the Vice principal1s office to ; ! be disciplined, but found out that all Vice Principals are alike. They are too lenient. I felt especially bad about the incident because he was new and I thought he might be different. ; 98 We received official notice that class sizes would be increased for the next semester to compensate for teachers pay raise. After the Los Angeles City Schools had caught up with the rest of the state and had instituted a policy of letting the 10th grade students take speech instead of English, the administration changed the policy because it would be too difficult to change the teacher in mid- J term. So another group of young people will go out in j the world without the ability to understand theories of communication, without the ability to handle themselves in all speech situations, without the ability to read well, and with little ability to organize for speech purposes. Achievement ranked fifth as a dissatisfier, was coded I ! las a factor eighty times and was present in 21 per cent of i Jail incidents reported as unfavorable or dissatisfying. I ! I have one student in my Mathematics class who has ] not responded once during the semester. No efforts to | select lessons to interest him have succeeded. j j I often feel total frustration when I am absolutely i unable to motivate students in my class. I feel as if i J X am beating my head against a solid brick wall. ! ! An incident tuat made me feel quite bad about my job > as a teacher was when X had to fail a student. This i particular student does well in his other subjects, but he is unable to grasp French. Failing him means \ that he will not have the foreign language necessary to graduate under a college preparatory plan. I have spent six weeks on the Soviet Union and now find that there is a lack of willingness on the part of students to tie everything up and come to some original conclusions. I recently gave a modern science test. The day before I thought the students understood a good portion of the material. Most of the students studied the night before. I mentioned the test every four days prior to the test. Some came in with the usual comment “Oh, are we having a test?*’ After correcting the test, most had failed. Although I am sure it is my fault too, it was very discouraging to find these results. 99 Interpersonal Relations— peers ranked sixth as a dissatisfier, was coded as a factor eighty times and appeared in 21 per cent of the total incidents reported as dissatisfiers. Many of my associates are incompetent. My recent doctor's degree has occasioned as many unpleasant as happy incidents. The aforementioned vehement and vocal ill-will on the part of certain faculty members contained particularly scathing remarks about the degree. I was told that they have been just waiting for me to do something so they could tell me just how they felt about it. The incident that come to mind is a recent^and rather painful memory. A young lady creating a disturbance was talked to, yet did not feel there was any problem. She was to serve an hour detention to think over this incident. However, the next day her mother sent a most sarcastic letter about her daughter's punishment. The j girl did not fulfill her obligation and thus was called j in. After a short discussion it was time for her next | class. I asked her to come back after this class so j we could discuss it further. In the meantime she called her mother, who came to school "ready-for-blood." j After several minutes of screaming and trying to j discuss the situation, I could see all she was ! interested in was venting this steam she had built up. After being called many slanderous names, I suggested she take her problem to the administration as we were getting no where. j j The depressing feeling of being berated because ! I time was taken to try to help her daughter become a j l better citizen is almost not worth the position. J As a department chairman I am appalled by the lack j j of professional responsibility of some of the teachers j in my department. One teacher regularly takes his day I of sick leave every month and invariably on a difficult j day. Another is more immature than students and j demonstrates it daily. 100 Interpersonal Relations— Administrator ranked seventh as a dissatisfier, appeared sixty-one times and was a factor for dissatisfaction in 16 per cent of the negative incidents reported. 1 Following an emotional faculty meeting where the j administration stressed its resolve not to be intimidated by parents, I tried to put in a good word about the concept of community people as teacher aides. My basis was the excellent experience I'd had with my federally funded aide; however, the idea of a valve in the community was completely misunderstood by the administration. I ! I was sent on detached service to assist a vice j principal of a contributing junior high school for the purpose of identifying loitering pupils on the other j school grounds. The domineering manner of the vice j i principal over his own students, whom he treated like I } criminals when they broke rules, disgusted and angered ; me. The fact that I was asked to do police work with j ! him also angered me. j i j I The vice principal put me on the spot with a parent j [ because I referred the student to the office for j ‘ insolence. The family is suing the Board of Education.! I j The principal at a recent meeting at high school i i asked if the teachers were all children or "nincom poops." People in administrative positions frequently ! j do not realize that their job is to facilitate teaching, | not humilate it. It was so bad that many of the | teachers talked about resigning. It is generally recognized that complaining will do no good. ! My principal has not been out to see my shop since j ; school started. | i Status ranked as eighth as a dissatisfier, was a I ; factor 45 times and appeared in 12 per cent of the ! dissatisfying incidents. 101 It grieves me when I see the "tail wagging the dog." Administrators and teachers are not in the driver1s seat any more. Children have not the experience to lead. Yet, they are driving. I feel bad about having to live with thieves, drug addicts, perverts, psychotics, malcontents, malingerers in my daily hours. These people cannot or do not listen to information, mutilate the classroom, make me an arbitrator, policeman, and babysitter. The other day I was walking down the hall and passed a group of colored students and one of them said, "Watch it here comes a teacher.” The other turned and said, "OH he*s just a "whitey." This made me feel very | bad for it shows that despite all our attempts that is j all we have to show for it. What particularly hurt me I about the incident was that some of my students that I ! had or have in class and liked very much laughed when they heard these remarks, and affirmed what the boys j had said. 1 I The defiance to disciplines, the intentional j tardies, and the reference to school as a prison are I i incidents for most teachers to feel bad about their j | jobs. j j Due to being unable to commit myself for a full term | this year, I resigned and tried to transfer over to ! substitute status. After 45 minutes wait while the ! ! personnel office tried to find my file, I had to fill I j out all the forms an incoming teacher did. Then I had j I to go through an interview to see if I was qualified j ! to teach in California. I was then told to come back i in a week for another day's processing. . . . I ! decided not to return, even as a substitute. I Working Conditions ranked ninth as a dissatisfier, j i jwas a factor forty-one times and appeared in 11 per cent of I 'the dissatisfying incidents. I ; The classroom I have is too small for the subject I | had to teach, or else there are too many students. I was unable to get audio-visual materials that would have helped my classes. 102 I feel bad when the custodial department of the school is complimented at each faculty meeting and the teaching staff is told how inadequate they are and that their housekeeping is below standard. I have visited other schools in the system and the buildings are cleaner and better kept then where we work. Students this semester have been wondering into my classroom and refusing to leave without creating a disturbance. My classes this year, and each year, contain too many students for excellent or even adequate teaching. I have been told I will not get any new equipment and that classes have to become larger. Almost daily I feel bad about my teaching because someone interrupts my teaching with a note from the health office, attendance office, principal, etc. This occurs almost invariably just before we reach the climax of the lesson and frequently due to the inter ruption the lesson is missed entirely by many students. Responsibility, ranked tenth as a dissatisfier, was a factor thirty-nine times and appeared in 10 per cent of the negative incidents. We are too lax in our discipline because adminis trators support all these bums continually. I would j like to get back to where the teachers have some say j and if the students cannot conform to the rules get them out. We are losing good young teachers because we have j no authority. j j I am the department chairman of the subject I teach. I have to explain almost daily everything I do to either the vice principal or the principal. They say i I am doing a good job but I don't feel like I am doing anything. I wish they would let me alone or something else. j l l The unreality I am forced to perpetuate is ‘ unbelievable. Two students designed and block printed j a popular poster to encourage the students, to give them incentive. I suggested we sell their efforts to the other students. They produced. Kids bought the art work and it was a real situation, close to life and working well for the goals I intended. The one student 103 asked for change at the business office, he had to explain what for and my motivation lever was all over. X was giving receipts for ten cent purchases. Who was handling the money? Because of unselective blindness a beautiful, small, controlled situation was blown away. Recognition ranked eleventh as a dissatisfier, was f a factor thirty-eight times and was present in 10 per cent j I of the incidents reported. j Recently we have covered a particularly difficult topic and I thought I had done a fair job. The following day a student asked me if I had considered that maybe it was my fault that the majority of the class had not been successful in passing a test on the subject. This made me feel quite bad about all my efforts. A student recently said this to me "You can take j your personality, chemistry and put it 'you know j where' I don't understand you or your method of j teaching, but if you are a good teacher then heaven i help the bad ones." | I think the industrial education department should ! get more recognition and more concern from the j administration. Our principal hasn't been out to see j our shop since school started. I feel that if the j administration would take more interest in what we do \ it sure would get the students more interested. ; i We have been plagued by student walkouts this semester. It makes me feel like "what's the use" when j the students you have follow "false prophets" and turn ; on the ones who have really tried to help them. Recently, a parent accused me of being unjust and prejudiced. When I think of the many nights that X leave school at 8 and 9 o'clock and of the thousand of things that I have to do at one time until I get to the point of exhaustion. I cannot help but wonder if the effort is really worth it. After all, they are not my children. 104 Twelfth ranked was Supervision-Technical/ was a factor thirty-four times and appeared in 9 per cent of the dissatisfying incidents. Last week I was the only teacher and the only white person attending a fashion show after school. When the program started, I found out it was a meeting of the Black Panthers. The principal is not doing anything about the teachers or the students involved. If getting graduates into college and with financial : assistance is important, then the administration should see that the person assigned should have adequate time in school to do it. You may be sure that the coaches are not teaching large academic classes. They have very interesting programs. i A student was recently sent to the vice principal for continuous cheating. The vice principal asked what proof I had that the student had been cheating. Recently, we had a candy drive in our school during ! which time the students were supposed to sell a certain ! ! amount of candy. This was scheduled during the week of j j the Thanksgiving Holiday so that the students would j have a long weekend to sell the candy. However, there j j was no consideration given by the "powers that be" that | i there was also an Impact Survey scheduled during the j ; same week, that report cards were to follow the next S week and that students who are out selling candy bars j j could not be at home doing homework. They also seemed j j to forget that the fall semester is shortened by all of ■ ; the many holidays anyway so that an additional week ; lost would really ruin the schedule of a course like ; chemistry. The drive was then held over for another week so that on one day we teachers were collecting i hundreds of dollars, collecting candy, settling j accounts, and issuing report cards all in 15 minutes | time. I feel that the administration many times i consider the teachers as robots and do not consider the | academic welfare of the students at all. I Salary ranked thirteenth as a dissatisfier, was a I !factor eighteen times and appeared in 5 per cent of the dissatisfying incidents. 105 Last summer I took a job driving a bread truck at $2.85 an hour so that my family could continue to eat for four months. In a former job in industry I was worth $15,000 a year. When payment is a consideration for extra super vision, only certain faculty members are given a chance. I feel bad that teachers receive so little monetary compensation for all the work that is done outside of class. I will spend over $150 a quarter at UCLA getting my j masters. I will probably spend somewhere around $1,000 getting a masters degree. For all my efforts and | expense I will receive $10 a month. i j Possibility of Growth ranked fourteenth as a j | i ; dissatisfier, was a factor fourteen times and appeared in j ! | 4 per cent of the dissatisfying incidents. ! I I was unable to take a leave of absence to improve j ; my academic background because of financial reasons. ! I j The fact is accepted that the standards are at the school and no one even attempts to do anything about ■ it. Those who even mention solutions are laughed at. j | We do not have enough professional time for the I exchange of ideas. 1 I i Job Security ranked fifteenth as a dissatisfier, wasj a factor twelve times and appeared in 3 per cent of the ; | dissatisfying incidents. 1 : | The Board of Education gives in before any ! organized pressure group. They will not back their ; i administrators or a teacher unless they have a strong pressure group behind them. I and most of my fellow I teachers realize that we are truly alone in the class, ; and will be at the mercy of any individual or group : that yells loudly, regardless of the merits of our actions. It has brought home the painful realization that we may have to give up a profession we love in order to maintain our individual dignity. 106 I may have to leave this district in order to utilize the skills that USC and I agree that I have. I feel very bad about the necessity of considering such a move. I am being forced to take the teachers examination in a field other than my major. Although, it is the area in which I teach, but that is not my fault. Personal Life ranked sixteenth, was a factor eight times and appeared in 2 per cent of the dissatisfying incidents. | My house was a mess from Wednesday until Saturday i because I cannot get any outside help to do housework I for me. ! After ten years five English classes are becoming a j strain. And there is the realization that it will get j worse as 1 get older and the life force gets depleted, j In discussing a point in answer to a question I j used my experience as an illustration of a point. j | Maybe because the experience was too personal— I felt j [ embarrassed and so did the class. I I Advancement ranked seventeenth as a dissatisfier, i j * i ! was a factor five times and appeared in 1 per cent of the ! dissatisfying incidents. ; i I j I am not going anywhere in this district because of ‘ j one administrator. It is unfair and I am going to i [ leave. j I ! | All of the "gravy jobs” and department chairman | appointments are the result of political considera- j tions rather than the person's ability to do the job. A Comparison of the Categories for j Satisfiers and Dissatisfiers j In Table 4 the satisfiers and dissatisfiers were i j compared by rank order, per cent, and frequency. The major differences were quite apparent. There was a marked j TABLE 4 A COMPARISON OP FREQUENCY, PER CENTS, AND RANK ORDER OF THE MAJOR CATEGORIES FOR SATISFIERS AND DISSATISFIERS Satisfiers (N = 364) Dissatisfiers (N = 379) Rank Order Per Cent Frequency Category Frequency Per Cent Rank Order 1 74 270 Achievement 80 21 5 2 66 239 Interpersonal Relations (Pupils) 125 33 2 3 62 225 Recognition 38 10 11 4 25 90 Work Itself 100 26 3 5.5 13 49 Interpersonal Relations (Peers) 79 21 6 5.5 13 49 Status 45 12 8 7 7 26 Possibility of Growth 14 4 14 8 6 21 Interper sonal Relations Administrator 61 16 7 9 5 19 Responsibility 39 10 10 10 4 16 Discipline 130 34 1 /LOT TABLE 4— Continued Satisfiers (N = 364) Dissatisfiers (N = 379) Rank Order Per Cent Frequency Category Frequency Per Cent Rank Order 11 3 10 Advancement 5 1 17 12 2 7 Personal Life 8 2 16 13 2 6 Supervision (Technical) 34 9 12 14 1 4 Salary 18 5 13 15 1 3 Working Conditions 9 11 9 16.5 0 0 District/School Policy and Administration 96 25 4 16.5 0 0 Job Security 12 3 15 109 difference in range of satisfiers and dissatisfiers. The range of difference for satisfiers being 74 per cent and the range for dissatisfiers 34 per cent. Only three factors stood out as major satisfiers and appeared in at f least 61 per cent of the favorable incidents reported. One ! factor appeared in 25 per cent of the favorable incidents. The reamining favorable factors appeared in less than 14 j per cent of the favorable incidents reported. Seven |satisfying factors appeared in less than 3 per cent of the I incidents reported. [ i i i Two factors had zero responses. ! i ! | There was a smaller difference in the factors [ j ! leading to dissatisfaction than those leading to satis- j I I j faction. There were few factors that stood out as I I satisfiers. It was concluded that dissatisfaction came j from a variety of things whereas satisfaction came from a ivery few. This finding was identical to that in Jaycox and1 j i jTallman’s dissertation relating to elementary teacher ! ! motivation. ! Comparison of Category Rank Order ! Shown in Four Studies i — ■ ■ ,i ■■. ■ »■ - ■ t i I In Table 5 the findings of this study were compared : iwith the studies of Jaycox and Tallman, Herzberg, and i : ; Myers by rank order of satisfiers and dissatisfiers. l In areas of satisfiers, marked differences and similarities appeared. Achievement was the number one ; TABLE 5 RANK ORDER OP CATEGORIES AS SATISFIERS AND DISSATISFIERS FOR FOUR STUDIES Hansen-Stanley Sat. Dis. Jaycox-Tallman Sat. Dis. Herzberg Sat. Dis. Myers Sat. Dis. Achievement 1 5 2 10 1 11 1 2 Int.-Pupil (Subord.) ** 2 2 1 5 8 15 * * Recognition 3 11 3 4 2 3 2 11 Work Itself 4 3 9 7 3 6 7 6.5 Int.-peers 5.5 6 4 2 11 9.5 12 6.5 Status 5.5 8 11 11 9 14 12 13.5 Possible Growth 7 14 13 15.5 7 9.5 9 13.5 Int.-Prin. (Superv.) ** 8 7 5 9 10 5 10 6.5 Respons. 9 10 12 12.5 4 12.5 4 9 Discipline 10 1 9 6 * * * * Oil TABLE 5— Continued Hansen-Stanley^ Jaycox-Tallman Herzberg Myers Sat. Dis. Sat. Dis. Sat. Dis. Sat. Dis. Advancement 11 17 15.5 15.5 5 7.5 3 4 pers. Life 12 16 15.5 14 15. 12.5 * * Supervision 13 12 6 8 12 2 8 3 Salary 14 13 15.5 12.5 6 4 5 6.5 Work Cond. 15 9 9 3 14 7.5 12 10 Dist/Policy (Company) ** 16.5 4 7 1 13 1 6 1 Job Security 16.5 15 15.5 17.0 16 16 14 12 * Factor not within scope of study ** Terms used by Herzberg and Myers 111 112 satisfier in three studies and ranked second in the Jaycox and Tallman study. Interpersonal Relations Subordinates ranked second as satisfier in this study, referred to in Table 5 as Hansen-Stanley. There was close agreement with Jaycox and Tallman which ranked second. This was not the case with the other studies. In the Myers study it was not a factor and in Herzberg's work it ranked only eighth. There was also close agreement between Hansen-Stanley and Jaycox-Tallman Interpersonal Relations— Peers. However, i it was noted that strong disagreement existed with the j j industrial studies of Herzberg and Myers which were in ; j I close agreement. In the Hansen-Stanley study Inter- j i personal Relations— principal (Supervisor) there was more } j agreement with Herzberg and Myers than with Jaycox-Tallman.j ! In considering Interpersonal Relations as a whole i I . ! ■ it appeared that the present study supported the conclusion; ! of Jaycox-Tallman that pupils make a difference. Teachers j j i indicated more satisfaction dealing with children than 1 ; adults in the subordinate role. Noting the difference in i the ranking of Interpersonal Relations— Peers with the ; i | industrial studies of Herzberg and Myers; Jaycox-Tallman ; i stated that this might be attributed to a lack of j diversification in the teacher peer groups. The present j ; ! study does not conjecture as to the cause for that i difference, however, the same difference does appear. Interpersonal relationships with superiors in the present ; 113 study ranked more closely with the industrial studies than with Jaycox-Tallman1s study with elementary teachers. It would appear that the Interpersonal Relations with the Principal or Vice-Principal were less a source for satisfaction or dissatisfaction for high school teachers than elementary teachers. However, the present study does not make that generalization. It must be considered that the high schools from which this sample population was chosen were all in Los Angeles City and were large when j i icompared with high schools in the nation generally. Being j i as large as they were reduced the chances for contact which j existed in the smaller elementary schools. j i This study revealed that Work Itself for high school ; _ j teachers ranked higher as a satisfier than it did with j 'elementary teachers. In this area there was closer j j . . ! jagreement with the industrial studies, which also ranked itj j i Ihigh, than with the other teacher study. ! j Status for high school teachers ranked considerably I higher than it did in the other three studies. The present ; study does not conjecture on the reasons for this [difference. i The Possibility of Growth ranked higher as a factor j in satisfaction for high school teachers than elementary teachers and ranked closely with the industrial studies. I ; I j Responsibility did not rank high as a satisfier for high school teachers, but it did rank higher than for i 114 elementary teachers. Still it ranked much lower than in the industrial studies. i Supervision which tied closely with interpersona1 Relations ranked much lower for high school teachers as a satisfier than it did for elementary teachers. As a satisfier it was more closely ranked to those in industry studied by Herzberg and Myers. i As a satisfier Salary ranked low for high school teachers as it did for elementary teachers. This I represented a marked difference between teachers and their j I j \ j industrial counterparts when the rankings of the four ! s ! studies were compared. I j | As a satisfier high school teachers ranked Working j | Conditions very low as did those in industry. It ranked I ! ! k i lower by six places than was the case for elementary j : teachers. It seemed physical environment was more ( I j i , ' important to elementary teachers than high school teachers I j ! t or those in industry. For anyone who has visited a j t variety of elementary schools and high schools, this I finding is somewhat less than startling. ; District/School Policy was not mentioned as a i ' satisfier in the favorable incidents reported by high school teachers. It ranked seventh with elementary teachers of Jaycox-Tallman’s study. It ranked thirteenth , in the Herzberg study and sixth in the Myers study. | Apparently, policy can be more of a satisfier for j 115 elementary teachers than for high school teachers. How ever, no generalization can be made about the differences between teachers and those in industry. Job Security was not mentioned in either of the teacher studies and was ranked last as a satisfier by both industrial studies. When the rankings of dissatisfiers as shown in Table 5 were considered, it was noted that there were marked differences among the four studies. The differences! i between Hansen-Stanley and Jaycox-Tallman were of less | J ! magnitude than those between this study and the industrial ! I studies of Herzberg and Myers. | j Discipline ranked one as a dissatisfier in the j r | present study and sixth in the Jaycox-Tallman work. It j ; i ! was not a factor in the industrial studies. This finding ' I j was not surprising when consideration was given to the i fact that the inability to maintain an atmosphere of | j ] mutual respect and acceptance with students individually ; j or in groups precludes a significant degree of success in J i the teaching-learning situation. Further is has been an | accepted generalization that as students grow older and i ; ; peer group acceptance becomes a more dominant motivating | factor in the child's life he tends to be less accepting j i to the subordinate role in a teacher-student situation. Interpersonal Relations— Pupils which was closely related to Discipline ranked second in the Hansen and 116 Stanley study and fifth in Jayeox-Tallman. There was a separation of only one in rank order and in the same direction between Discipline and Interpersonal Relations in jboth teacher studies. Interpersonal Relations with jsubordinates ranked fifteenth as a dissatisfier in the jaerzberg study and was not a factor in the Myers study. Interpersonal Relations— Peers ranked four places lower in this study than was the case in the study with elementary teachers. It was three and a half places higher jthan it was in the Herzberg study and one half rank higher j , I than was the case in the Myers study. The findings j i } suggested that differences were attributable to parents and j their concern for the well being of their children. The j i i idegree of contact with parents lessens as teachers move up j in grade level. j i ! Interpersonal Relations— Principals ranked seventh 1 I i as a dissatisfier. It was higher by two places than J Jaycox-Tallman elementary teachers, two places lower than j in the Herzberg study and only one half place different j j than the Myers study. ! | When Interpersonal Relations as a dissatisfier was ■considered as a whole, it appeared that those relationships i iprovided more dissatisfaction for teachers than did those i i |in industry. However, it appeared that supervisors in industry provided more toward the dissatisfaction of their subordinates than did their counterpart in education, the i 117 principal or vice-principal. Recognition as a dissatisfier for high school teachers ranked eleventh; seven places below that same factor for elementary teachers. It was tied in rank with Myers study and eight places lower than was the case in the Herzberg study. Recognition appeared to provide less dissatisfaction for high school teachers than elementary j i teachers as represented in the Jaycox-Tallman study. j Work Itself ranked higher as a dissatisfier in the | "™ I iHansen-Stanley study than it did for the other three j Istudies among which there was very close agreement. I Status ranked higher as a dissatisfier for high j i i jschool teachers than it did for elementary teachers or for | jthose in industry. It was more closely ranked with the j jsame factor in the Jaycox-Tallman study than with either j I ] [Herzberg or Myers where the separation was quite large. ! | Possibility of Growth ranked low as a dissatisfier | i iin the present study. It ranked very close with the ! Jaycox-Tallman study and the Myers study and ranked four |and one-half places below the same factor in the Herzberg ! study. Responsibility ranked tenth as a dissatisfier and jwas separated by less than three points from both the l [ Jaycox-Tallman and Herzberg studies. It was one place j below in rank than in the Myers study. Responsibility as a j 118 dissatisfier did not reveal any significant difference among the groups studied and was not particularly important to any of them. There was close agreement between Hansen-Stanley and Jaycox-Tallman as to Advancement as a dissatisfier. It ranked low with a separation of one place in the rank order. When compared with the industrial studies, marked I i differences in rank appeared. There was a separation of I inine places when compared with the Herzberg study and ! ! jthirteen places when compared with Myers study. ! personal Life ranked sixteenth as a dissatisfier in ■ | i |the Hansen-Stanley study which was two places below the j i ! IJaycox-Tallman ranking. Herzberg's results placed it j ! i j thirteenth and it was not a factor in Myers study. Its low j I j |ranking on the three studies and the ranking on the Myers 1 ■ study would seem to indicate that personal life had little ■effect on job attitudes. ! i i i Supervision had a lower ranking by four places in ! i j the present study of high school teachers than with the i iJaycox-Tallman study of elementary teachers. However, jthere was a marked difference between the findings of i Hansen-Stanley and those of the industrial studies, j Analysis of responses of industrial workers ranked i i ’ supervision very high as a source of dissatisfaction. It I ; [ ranked second in the Herzberg study and third in the Myers : study. ! 119 Salary ranked thirteenth as a dissatisfier on both studies of teachers. Again there were marked differences between teachers and industrial workers. The Herzberg study indicated a ranking of fourth. The Myers study indicated a ranking of seven. The Myers ranking was lower [ than Herzberg's at seventh but still markedly above both teacher studies. j i Working Conditions as a dissatisfier ranked six J j ! j places lower for high school teachers than elementary j !teachers and was close to the ranking of the industrial j ! i studies as* shown in Table 5. j District/School Policy ranked fourth for high school j j teachers. This was three places below the rankings of the j i other three studies. A possible explanation for this j ! ! {difference could be the high school teachers' high concern ] I ; i for Discipline which was closely related to the other ! j . I j dissatisfiers ranked above District/School policy— { j ! j interpersonal Relations~--Pupils . : i ! j Job Security ranked fifteenth and was comparably j ! low on the other three studies. i i ! : Rank Order Correlations of Satisfiers and Dissatisfiers for Four Studies Ranked order correlation was computed for satisfiers j and dissatisfiers for the four studies considered. The I ; correlation and the significance were shown in Table 6, 7 and 8. The formula used to compute Spearman's Rho was: 6fp2 rs " 1 ~ N{N2-1) Interpretation of rs values were made by the use of the table suggested by Guilford (5:304). probabilities were double for a two-tail test, probabilities at the .10 level were noted in Table 6 but were not considered significant as the .05 level of probability was previously j designated as the level of acceptable significance. | A study of the correlations and significance as ! shown in Table 6 revealed a significant correlation of ! satisfiers between this study and the Jaycox-Tallman study 1 ! of elementary teachers (p. = .02) - No significant { | correlation was found between this study and either j Herzberg and Myers. It was interesting to note that ! industrial studies correlated significantly as to rank i J order of satisfiers. ' Table 7 indicated the rank order correlation and i ! significance of dissatisfiers among the four studies. S None of the studies correlated at a significant level. i i Table 8 indicated the rank order correlation and j | significance of satisfiers and dissatisfiers among the : four studies. Only the Jaycox-Tallman study found a | < ! significant correlation (p. = .02). j j On the basis of significant correlation of I ] satisfiers between high school teachers in this study and ; TABLE 6 RANKED CORRELATION AND SIGNIFICANCE OF SATISFIERS FOR FOUR STUDIES Satisfiers w p C D > 1 s Hansen-Stanley raycox-Tallman H e r z b e r g Myers .378 (N.S.} .187 (N.S.) .792 (.02) c o P a ) ■H c o •H - P it 01 CD P 0 ) U N P 0 £ ft s H H ft I X o u >1 ft b .592 (-10) .165 (N.S.) .792 (.02) .630 (.02) .165 (N.S.) .187 (N.S.) >i 0 rH £ ft - P 01 I £ 0 C O £ ft ia .630 (.02) .592 (.10) .378 (N.S.) f r z r TABLE 7 RANKED CORRELATION AND SIGNIFICANCE OF DISSATISFIERS FOR FOUR STUDIES Dissatisfiers Hansen-St'anley Jayc ox-T a1lman Myers .609 (.10) .394 (N.S.) .374 (N.S.) .609 (.10) .468 (.10) .053 (N.S.) -H rH .394 (N.S.) .468 (.10) .511 (.10) .374 (N.S.) .053 (N.S.) .511 (.10) 122 TABLE 8 RANKED CORRELATION AND SIGNIFICANCE OF SATISFIERS AND DISSATISFIERS FOR FOUR STUDIES Satisfiers Hansen-Stanley Jaycox-Tallman Herzberq Myers W U < U I ? tn u a ) JQ N L Q ) M d n j S i —i rH d I X O u >1 d > 1 a ) H d i - d +j C O I d < u w d d B .495 (-10) .157 (N.S.) .746 (-02) .426 (.10) ZZT 124 elementary teachers in the Jaycox-Tallman study, the hypothesis which stated, "the responses of high school teachers will show a significant difference in motivating factors for elementary teachers as measured by Jaycox and Tallman," was rejected. Hypothesis 2 which stated, "the responses of high 1 i school teachers would reveal significant differences in motivating factors for high school teachers and profes- [ sional people in industry as measured by Herzberg and j | Myers" was accepted on the basis of lack of significant correlation of satisfiers. I I i Incidents Reported as Satisfiers as a Percentage j of Total Incidents Reported by Subgroups j i j ! The acceptance or rejection of hypothesis concerning i k i motivation for sub-groups tested as hypothesis 3a thru 3D i was based on the chi square test for significance of ! j ] j difference. These computations were completed by the | ' University of Southern California Computer Processing Center. The chi squares were then analyzed by the appropriate tables for indicating probability. The i ! | categories by sub-groups appeared in Table 9 in the form ! of percentages of total incidents. Significance of difference was also indicated in Table 9. Considering motivation, it was noted that male highi school teachers and female high school teachers differed , TABLE 9 SATISFIERS OF SUBGROUPS AS A PERCENTAGE OF TOTAL INCIDENTS AND SIGNIFICANCE* Sub-Group Total Incid. Ach. Inter Pers. Pupil Recgn. Work Its. Inter Pers. Peers Stat Poss Growth Inter Pers. Adm. Sex Male 215 78.6 69.3 66.9 29.7 14.8 11.1 6.9 4.7 Female 149 67.7 60.4 54.4 17.4 14.9 16.7 7.4 6.0 Marital Status Single 73 78.1 76.7 49.3 23.2 4.2 19.2 8.2 8.2 Married 263 73.0 63.9° 65.3 27.3 16.7 11.4 6.8 4.9 Age 20-25 yrs. 29 75.8 72.4 55.2 38.0 6.9 6.9 13.8 3.4 Over 40 yrs. 173 66.0 56.6 61.2 23.1 15.0 13.2 4.6 8.7 Education B.A. = (0-15) 18 73.6 63.1 63.1 26.3 26.3 10.5 5.3 5.3 M.A. 132 74.2 68.9 60.6 19.6 13.6 10.6 6.1 13.3 Place of Training Calif. School 237 73.8 67.5 62.0 24.5 15.2 15.6 8.4 2.4 Out of State 95 78.8 55.7 57.8c 18.9 9.5 9.5 6.3 7.4 Type of School Regular 176 77.2 59.6 63.6 21.6 16.5 13.0 8.0 3.4 Deprived 170 70.5 69.4 57.6 27.1 10.0 13.5 6,5 6.5 Teaching Assignment Academic 208 70.1 62.9 57.6 19.2 11.0 13.9 9.6 4.8 Non-Academic 151 79.5 72.7 66.8 33.1 16.5 12.6 3.9 5.6c Class Size Under 25 81 69.1 67.9 60.4 37.0 14.8 9.9 .9 8.6 Over 35 66 77.2 71.2 59.0 25.8 15.1 16.7 1.1 3.0 125 TABLE 9— Continued Sub-Group Resp. Discp. Adv. Pers. Life Super Tech. Sal. Work Cond. Dist. Pol. Job Sec. Sex Male 2.8 4.7 4.1 2.3 2.3 .9 1.4 0 0 Female 8.7b 4.0 .7 1.3 .7 1.3 .7 0 0 Marital Status Single 8.5 5.5 4.2 1.3 2.7 0 0 0 0 Married 5.3 4.6 2.3 2.3 1.5 1.1 .8 0 0 Age 20-25 yrs. 19.2 0 0 3.4 0 0 0 0 0 Over 40 yrs. 4.6b 4.0 2.3 2.9 1.7 1.2 1.2 0 0 Education B.A. =(0-15) 0 0 0 0 0 0 5.3 0 0 M.A. 6.1 4.5 3.0 3.0 2.3 .8 .8 0 0 Place of Training California School4.2 2.5 3.0 1.7 1.9 .8 .8 0 0 Out of State 9.5 7.4 3.2 2.1 2.1 1.0* 1.0 0 0 Type of School Regular 2.8 3.4 3.9) 3.4 2.8 1.1 1.7 0 0 Deprived 0 5.3 1.2 .6 0c 1.2 0s- 0 0 Teaching Assignment Academic 1.9 2.9 4.3 2.4 2.1 1.0 1.4 0 0 Non-Academic 1.3 6.0 .7C 1.3 1.3 1.3 0a 0 0 Class Size Under 25 9.8 2.0 1.2 0 0 2.5 0 0 0 Over 35 3.0 3.0 4.5 1.5 3.0 1.5 1.5 0 0 (a) p. = .001 (b) p. = .01 (c) p. = .05 to 127 significantly in the percentage of responses to Responsibility (p. = .01). Hypothesis 3a was accepted. Single teachers differed significantly in the percentage of satisfying responses in the category of Interpersonal Relations— pupils (p. = .05). Hypothesis 3b was accepted. Teachers between the age of twenty and twenty-five and teachers over forty differed significantly in the number of responses in the category of Responsibility (p. = .01). Hypothesis 3C was accepted. Teachers trained in California and teachers trained out of California differed signifi- i i cantly in the number of responses for Recognition. \ < , ! (p. = .05) and in the number of responses for Salary j (p. = .001). Hypothesis 3e was accepted. Teachers teach- j i t | ing in target area schools referred to in this study as j [ ; j Group I or deprived area teachers and teachers teaching in ; i ■ ! | other schools, called Group II or regular area teachers in j ; this study, differed significantly in the number of j ! <e ! | responses for Supervision (p. = .05) , and Working Condi.- ; ! tions (p. = .001). Hypothesis 3f was accepted. Teachers of academic subjects and teachers of non-academic subjects ' : differed significantly in the number of responses for Interpersonal Relations— principal (p. = .05). Advancement; i (p. = .05), and Working Conditions (p. = .001). Hypothesis 39 was accepted. Hypothesis 3^ which stated that responses of high I school teachers would reveal a difference in motivating 128 factors for teachers with a Bachelors degree and less than fifteen additional units and teachers with a Master's degree would reveal significant differences in motivating factors was rejected* Hypothesis 3*1 which stated that the responses of high school teachers would reveal differences motivating factor for teachers with classes under twenty-five and teachers with classes over thirty-five was rejected. Rank Order Correlations of Unselected I Satisfier Subgroups | j The factor of satisfaction for the paired sub-groups I were placed in rank order. Spearman's rank order 1 correlation was computed. The formula used was: i I rs = 1 - f £ P — ; N(n2 - 1) I I j All subgroups correlated beyond the .02 level according to j the Guilford's table (5:304). This was shown clearly in Table 10. Although differences existed in the way some of the factors were viewed by some of the subgroups, when j considered by rank order no significant differences could j be found. 1 I Incidents Reported as Dissatisfiers as a j Percentage of Total Incidents Reported by Selected Subgroups j j In Table 11 the dissatisfiers were shown as the percentage of the total incidents reported, and in TABLE 10 RANK ORDER AND CORRELATION OF SATISFIERS BY SUBGROUPS Sub-Group Ach. Inter Pers. Pupil Recgn. Work Its. Inter Pers. Peers Stat Poss Growth Inter Pers. Adm. Resp. Sex Male 1 2 3 4 5 6 7 8.5 11 Female 1 2 3 4 6 5 8 9 7 Marital Status Single 1 2 3 4 10.5 5 7.5 7.5 6 Married 1 3 2 4 5 6 7 9 8 20-25 yrs. 1 2 3 4 7.5 7.5 6 9.5 5 Over 40 yrs. 1 3 2 4 5 6 8 7 9 Education B.A. (0-15) 1 2.5 2.5 4.5 4.5 6 8 8 13.5 M.A. 1 2 3 4 5 7 8.5 6 8.5 Place of Training Out of State 1 2 3 4 6 5 7 11 8 In Calif. 1 3 2 4 6 6 10 8.5 6 Teachinq Assignment Academic 1 2 3 4 6 5 7 8 13 Non-Academic 1 2 3 4 6 5 7.5 7.5 14.5 Class Size Under 25 1 2 3 4 5 6 12 8 7 Over 35 1 2 3 4 6 5 15 9.5 9.5 129 TABLE 10— Continued Sub-Group Disc. Adv. Pers. Life Supv Tech. Sal. Work Cond. Dist. Pol. Job Sec. Corr. Sex Male 8.5 10 12.5 12.5 15 14 16.5 16.5 .917 Female 10 15 11.5 15 11.5 15 16.5 16.5 Marital Status Single 9 10.5 13 12 15.5 15.5 15.5 15.5 .897 Married 10 11.5 11.5 13 14 15 16.5 16.5 Age 20-25 yrs. 14.5 14.5 9.5 14.5 14.5 14.5 14.5 14.5 .908 Over 40 yrs. 10 12 11 13 14.5 14.5 16.5 16.5 Education B.A. (0-15) 13.5 13.5 13.5 13.5 13.5 8 13.5 13.5 .849 M.A. 10 11.5 11.5 13 14.5 14.5 16.5 16.5 Place of Training Out of State 10 9 13 12 14.5 14.5 16.5 16.5 .966 In Calif. 8.5 11 12.5 12.5 14.5 14.5 16.5 16.5 Teaching Assignment Academic 10 9 11 12 15 14 16.5 16.5 .989 Non-Academic 9 10.5 14.5 14.5 10.5 14.5 14.5 14.5 Class Size Under 25 10 11 15.5 15.5 9 15.5 15.5 15.5 .861 Over 35 9.5 7 13 9.5 13 16.5 16.5 16.5 130 TABLE 11 DISSATISFIERS OF SUBGROUPS AS A PERCENTAGE OF TOTAL INCIDENTS AND SIGNIFICANCE Sub-Group Total Incid. Disc. Inter Pers. Pupil Work Its. Dist. Pol. Ach. Inter Pers. Peers Inter Pers. Adm. Stat Sex Male 236 36.8 30.0 22.0 28.8 23.6 22.9 19.4 11.9 Female 143 30.0 37.0<i 32.8C 19.6 22.4 16.8 9.7 11.8 Marital Status Single 82 31.2 29.2 28.0 23.1 18.2 20.7 19.5 13.4 Married 273 35.8 33.0 26.7 26.4 20.9 27.3 15.7 10.9 Age 20-25 yrs. 33 42.4 52.0 39.4 12.1 30.3 9.0 6.0 12.1 Over 40 yrs. 161 37.2 32.9a 23.6 27.3 14.3 24.8 13.6 11.8 Education B.A. = (0-15) 10 50.0 33.3 16.6 33.3 44.4 16.7 11.1 22.2 M.A. 147 32.6b 28.5 23.1 29.9 19.7 17.6 17.6 14.9 Place of Training Calif. School 251 30.6 32.3 27.5 23.5 19.5 21.9 15.5 12.7 Out of State 98 37.7d 30.6 13.5 27.6 25.5 18.3 16.3a 11.2a Type of School Regular 195 27.6 25.1 25.1 28.7 19.5 16.4 20.5 12.8 Deprived 163 43.4 44.8 28.2c 45.3 24.5 23.3 11.6 11.0 Teaching Assignment Academic 231 25.1 27.2 24.2 25.4 17.3 22.0 19.4 10.0 Non-Academic 141 48.9 43.2 29.0 25.5 27.7 17.0 10.6 14.8 Class Size Under 25 78 50.0 37.1 25.6- 19.2 26.9 15.3 5.1 6.4 Over 35 75 33.3 41.3 26.7 30.6 17.3 21.3 25.3^ 13.3 131 TABLE 11— Continued Sub-Group Work Cond. Resp. Recgn. Supv. Tech. Sal. Poss Growth Job Sec. Pers. Life Adv. Sex Male 12.7 10.2 11.0 10.5 5.1 3.4 1.2 2.4 1.3 Female 7.7 10.5 8.4 6.3 4.2 4.2 6.3d 2.8 1.4 Marital Status Single 8.5 14.6 6.1 8.5 6.1 1.2 1.2 0 0 Married 10.2 9.5d 11.7 8.7 4.7 4.4 3.3 2.2 1.8 Age 20-25 yrs. 6.1 21.2 9.1 0 0 0 6.0 0 0 Over 40 yrs. 11.1 11.8 8.0 8.0b 2.5 .6C 3.7 .6 1.2 Education B.A. = (0-15) 16.6 5.6 44.4 11.0 0 0 0 5.6 0 M.A. 14.7 10.8 8.2b 6.1 5.4 3.4 3.4 2.0 .7 Place of Training Calif. School 8.4 8.8 10.8 10.4 6.0 4.0 3.2 1.9 2.0 Out of State 15.3 12.2 6.1 3. 0a 3.1 4.1 4.1a 3.0 0 Type of School Regular 10.7 7.1 13.3 11.2 5.1 4.6 1.5 3.6 1.5 Deprived 11.0 12.9 6.13 6.1 2.5 3.1 5.5 .6 .6 Teaching Assignment Academic 10.8 10.0 6.5 9.5 6.1 4.8 4.8 2.6 1.7 Non-Academic 12.0 10.6 16.3 8.5 2.8 2.1 .7 1.4 .7 Class Size Under 25 5.1 6.4 11.5 9.0 2.6 2.6 5.1 2.6 1.2 Over 35 5.3 10.7d 14.6 16.0 8.0 5.3 1.3 1.3 4.0 (a) p. = .001 (b) p. = .01 (c) ■ < p. = .02 (d) p. = .05 H U> K\ K> 133 addition, probabilities were computed by the chi squares. On the basis of these computations, hypothesis 4^ thru 4^ were accepted or rejected. Male and female teachers reported significant differences in the percentage of dissatisfiers reported in the categories of Interpersonal Relations— Pupils J s* ^ j (p. = .05). Work Itself (p. = .02), and Job Security | < I (p. = .05). Hypothesis 4^ was accepted. j ; Married and single teachers reported a significant | ! ^ I jdifference in the category of Responsibility (p. = .05). ] j Hypothesis 4h was accepted. j Teachers between the ages of twenty and twenty-five and teachers over forty reported significant differences ■ in the categories of Interpersonal Relations— pupils j i ^ (p. = .001) and Possibility of Growth (p. = .02). | Hypothesis 4c was accepted. j Teachers with a Bachelor 1s degree and less than ; 1 fifteen additional units and teachers with a Master's j „ 1 degree reported significant differences in the categories ; < < of Discipline (p. = .01) and Recognition (p. = .01). ; ! . ! j Hypothesis 4a was accepted. r ; Teachers trained in California and teachers trained ■ | out of California differed significantly in categories of ! ! Discipline {p. ^ .05), Interpersonal Relations— principal (p. ^ ,001), Status (p. = .001), Supervision (p. ^ .001) and Job Security (p. = .001). Hypothesis 4® was accepted. j 134 Teachers in deprived areas and teachers in other areas differed significantly in categories of Work Itself (p. = .02), and Recognition (p. = .05) . Hypothesis 4f was accepted. ! Teachers with an average class size of under twenty- ; i five and teachers with an average class size of thirty-five j or over differed significantly in categories of inter personal Relations— Principal (p. ^ .05) and Responsibility |(p. = .05) . Hypothesis 4^ was accepted. I i | Teachers of academic subjects and teachers of j i ; non-academic subjects revealed no significant differences ; in the number of dissatisfying incidents in any of the J i categories. On this basis, hypothesis 4*3 was rejected. ! I Rank Order Correlations of Dissatisfiers j { i The factors of dissatisfaction for the paired j i j (subgroups were placed in rank order and Spearman’s rank order computed. The smallest correlation was .768 which . was significant beyond the .02 level. This may be seen in Table 12. Although significant differences did exist in !the way the subgroups viewed some dissatisfiers, there was ; |no significant difference in rank order. Summary The population consisted of 201 high school teachers from the Los Angeles City High Schools. No unique or unsuspected pattern was found. TABLE 12 RANK ORDER AND CORRELATION OF DISSATISFIERS BY SUBGROUPS Sub-Group Disc. Inter Pers. Pupil Work Its. Dist. Pol. Ach. Inter Pers. peers Inter Pers. Adm. Stat Work Cond. Sex Male 1 2 6 3 4 5 7 9 8 Female 3 1 2 5 4 6 9 7 11 Marital Status Single 1 2 3 4 7 5 6 9 10.5 Married 1 2 4 5 6 3 7 9 10 Age 20-25 yrs. 2 1 3 6.5 4 13 10.5 6.5 9 Over 40 yrs. 1 2 5 3 6 4 7 8.5 10 Education B.A. (0-15) 1 4.5 8.5 4.5 2.5 7 10.5 6 8.5 M.A. 1 3 4 2 5 6.5 6.5 8 9 Place of Training In Calif. 2 1 3 4 6 5 7 8 12 Out of State 1 2 5 3 4 6 7 10 8 Type of School Regular 2 3.5 3.5 1 6 7 5 9 11 Deprived 3 2 4 1 5 6 8 9.5 9.5 Teaching Assignment Academic 3 1 4 2 7 5 6 9.5 8 Non-Academic 1 2 3 5 4 6 10.5 8 9 Class Size Under 25 1 2 4 5 3 6 12 9.5 12 Over 35 2 1 4 3 7 6 5 10 13.5 135 TABLE 12— Continued Sub-Group Resp. Recgn. Tech. Sal. Growth Sec. Pers. Life Adv. Corr. Sex Male 12 10 11 13 14 17 15 16 RR? Female 8 10 12.5 14.5 14.5 12.5 16 17 • O O £* Marital Status Single 8 12.5 10.5 12.5 14.5 14.5 16.5 16.5 .962 Married 11 8 12 13 14 15 16 17 20-25 yrs. 5 8 14.5 14.5 14.5 10.5 14.5 14.5 768 Over 40 yrs. 8.5 11.5 11.5 14 16.5 13 16.5 15 * / w U Education B.A. (0-15) 12.5 2.5 10.5 15.5 15.5 15.5 15.5 15.5 R9R M.A. 10 11 12 13 14.5 14.5 16 17 i 0 . 0 Place of Training In Calif. 11 9 10 13 14 15 16 17 .903 Out of State 9 11 15.5 14 12.5 12.5 15.5 17 Type of School Regular 12 8 10 13 14 16.5 15 16.5 885 Deprived 7 11.5 11.5 15.0 14 13 16.5 16.5 Teaching Assignment Academic 9.5 12 11 13 14.5 14.5 16 17 .874 Mon-Academic 10.5 7 12 13 14 16.5 15 16.5 Class Size Under 25 9.5 7 8 14 14 12 14 17 .884 Over 35 11 9 8 12 13.5 15.5 15.5 17 136 137 Incidents which were typical of those coded for each category of satisfaction and dissatisfaction were quoted. 1. Achievement, Interpersonal Relations— Pupils, and Recognition were the most prominent factors as job I satisfiers for high school teachers. 2. Work Itself, Interpersonal Relations— Peers, and Status were not the most important satisfiers, but at j most were present in only 25 per cent of the satisfying J !incidents reported. ! i ; I 3. Possibility of Growth, Interpersonal Relations— I ! I ■Administrator, Responsibility, Discipline, Advancement, ; j i iPersonal Life, Supervision-Technical, Salary, and Working ! i —— — ——— —— j i I I Conditions were a factor in a small percentage of incidents I I — -------- | i I j reported. ! ! 4. District/School Policy and Job Security were not j j factors of satisfaction in any of the positive incidents | reported. j I J ! 5. Discipline, Interpersonal Relations— Pupils, | ! Work Itself, District/School Policy and Administration, andi Achievement were leading factors for dissatisfaction on the: i j job. ! i 6. Salary, Possibility of Growth, Job Security, j personal Life, and Advancement all appeared as a factor in j less than 5 per cent of incidents reported as dissatisfiers* 7. There were fewer major motivators than dissatisfiers. 138 8. Achievement, Interpersonal Relations— Peers, and Work Itself appeared as major factors for motivation and dissatisfaction. 9. The rank order of satisfiers and dissatisfiers did not correlate. 10. The rank order of motivators of high school ; i teachers was essentially the same as for elementary j teachers as reported in the Jaycox-Tallman study. However, there was a lack of significant rank order correlation of j . j (dissatisfiers in the two studies. The hypothesis that j i stated “that the motivating factors for high school | teachers and elementary teachers would be different" was rejected. j j i 11. No significant similarity was noted in the rankj i I order of satisfiers or dissatisfiers of this study and the : j > industrial studies of Myers and Herzberg. The hypothesis j J that stated "significant differences would exist for j I i motivating factors" was accepted. j f 12. There was a lack of significant difference in i i | the number of satisfying factors for selected subgroups \ ! in the categories of Achievement, Work Itself, ! 1 Interpersonal Relations— Peers, Possibility of Growth, Discipline, Personal Life, District/School Policy and Administration and Job Security. 13. Significant differences did exist between : i subgroups for some categories of satisfiers as noted below:! 139 As a satisfier Responsibility was more important to female high school teachers than their male counterparts. J Interpersonal Relations— pupils was more of a motivator to single teachers than their married male counterparts. Responsibility was more important to high school teachers between the ages of twenty and twenty-five than j those over forty. Teachers trained in California were more motivated i i ! by Recognition and less motivated by Salary than teachers | trained out-of-state. I : i Supervision and District/School Policy was more i i t 4 i j important as a satisfier for teachers in regular schools j | than teachers in deprived schools. \ ; I | For teachers of non-academic subjects, InterpersonalI | Relations— Administrator (Principal) and (Vice-Principal) j i ! ! was more of a job satisfier than for teachers of academic I subjects. The opposite was true in the categories of j Salary and Supervision-Technical. ! Teachers with an average class load of less than 1 ; I twenty-five indicated Responsibility to be more of a j satisfier than teachers with class loads over thirty-five, j 14. No significant differences in the categories of satisfiers were found between teachers with a B.A. and less than fifteen units and those with a M.A. degree. : 140 15. No significant difference was found in the rank order of satisfiers for the various subgroups. 16. No significant difference between subgroups for dissatisfiers was found in District/School Policy and Administration, Achievement, Interpersonal Relations— Peers, Working Conditions, Salary, personal Life, and Advancement. However, significant differences were found as noted below: Interpersonal Relations— Pupils, Work Itself, and 'Job Security were more important as dissatisfiers for j ! | jfemale high school teachers than male high school teachers. j Single teachers indicated Responsibility to be more 'of a dissatisfier than married teachers. j | ; i For teachers between the ages of twenty and twenty- j i ; [five Interpersonal Relations— Pupils was more important as j i : a dissatisfier and Possibility of Growth less than for | i teachers over forty. i i Discipline and Recognition were more important as dissatisfiers to teachers with a BA and less than fifteen i units than for teachers with JMA degrees. j For teachers trained out of California Discipline, ; ' Interpersonal Relations and Job Security were more important [dissatisfiers than for those trained in California. The opposite was true of Status and Salary. Teachers from schools in deprived areas indicated that Recognition was less important and Work Itself less 141 important than for teachers in regular schools. Interpersonal Relations— principal and Responsibility were more important as dissatisfiers for teachers with classes over thirty-five than for teachers with classes under twenty-five. 17. No significant differences were found in I various categories of dissatisfiers between teachers of J i academic subjects and teachers of non-academic subjects. j 18. Contrary to the Jaycox-Tallman study, I piscipline was a major factor for teacher dissatisfaction. 19. More teachers indicated no dissatisfying j incidents to report than they indicated no satisfying j incidents to report. CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS AND IMPLICATIONS j ! Summary i This study was undertaken as a companion study to ! the Jaycox-Tallman study of the motivation of elementary j j school teachers. Specifically this was an attempt to j identify the factors of motivation and dissatisfaction of ! J high school teachers. The study has sought to discover j i similarities and differences of motivators between ; | elementary teachers and high school teachers; and between j ' | jhigh school teachers and professional people in industry. i ! jit has attempted to ascertain if significance exists for i . . .1 jmotivators and dissatisfiers of high school teachers in the following subgroups: male and female, single and married, j those between the ages of twenty and twenty-five and those i over forty, teachers with Bachelors degrees and less than jfifteen additional units and those with a Master's degree, teachers trained in California and those trained out-of- I ! I state, teachers in deprived areas and those in "regular" |schools, teachers who teach non-academic subjects, and 142 143 those whose average class size is less than twenty-five and those over thirty-five. A critical incident instrument originally modified by Jaycox and Tallman from Herzberg's industrial studies was sent to 397 high school teachers in the Los Angeles City High Schools. Two hundred and one teachers responded with 743 satisfying and dissatisfying incidents. These incidents were placed into categories previously jestablished by Herzberg and adapted for educational use by j ' i IJaycox and Tallman. The replies were separated into j subgroups and subjected to statistical analysis in order to j i test the hypotheses as stated in Chapter I. j 1 I I | Conclusions : The conclusions of this study are based on the ; i findings as reported in Chapter IV. Care should be taken [ ' t j in generalizing the findings from this study to other | I groups of teachers due to the following; the teachers I | l sampled were all from high schools in the Los Angeles City | i School System, the possibility of bias in the sampling, ! j and limitations of the instrument which to some degree ■ I limits the type of responses which could be given. The i ;conclusions here stated have been made with the limitations I j of the study in mind. 1. The motivators of high school teachers are essentially the same as elementary teachers; it may be j 144 concluded that the conditions for positive motivation need no particular manipulation to account for differences in teaching level. 2. Some of the factors causing dissatisfaction are i on the positive side as motivators but not all. Dissatis- j ! faction can come from a multitude of factors. It may be | I concluded that as in industry there are maintenance factors,; such as discipline, which when eradicated may not result !in any degree of positive motivation. I ' 1 3. The most important variable in teacher I motivation or dissatisfaction is students. Student | behavior influences achievement, interpersonal relations, i j discipline, and recognition, all of which are either major j [ factors for satisfaction or dissatisfaction or both. j 4. Any successful managerial model for education would need to consider motivation and dissatisfaction in | ! general to be things which might be achieved or eradicated j I . ! * only by considering each individual's particular value set.; i 5. Discipline problems are not restricted to deprived areas but become a problem as a result of student ; | maturity. L i 6. Positive and negative motivating factors for I > high school teachers can be identified. When teachers are I given the opportunity to relate their sources of , i | satisfaction and dissatisfaction they can specifically relate incidents that can be categorized. Satisfaction j 145 and dissatisfaction stem from existent conditions or past incidents in the teacher's performance of duties. 7. The principle motivating factors for high school teachers are achievement, interpersonal relations— pupils, and recognition. Students play the most important role in providing on-the-job satisfaction for teachers. Successful interaction with students is a pre-requisite for attaining on-the-job satisfaction. 8. Work itself, interpersonal relations— peers, and | istatus while not as important as achievement, interpersonal j Irelations— pupils, and recognition must be considered as j I positive motivating forces. i j 9. Satisfying experiences with other people play a j key role in the motivation of teachers. When students are ; I learning, relating with the teacher, and the teacher is 1 i I jreceiving recognition from some source, teachers are : [ j 'positively motivated. ! i 10. The major dissatisfying factors for high j i school teachers are discipline, interpersonal relations— [pupils, and work itself. However, there are many other ; j factors which serve to cause dissatisfaction on the part Jof teachers. They are district-school policy— adminis tration, achievement, interpersonal relations— peers, interpersonal relations— administrator, status, working i t conditions, responsbility, recognition, and supervision— , technical. i 146 11. Discipline is a major factor for dissatis faction in the high schools but not in the elementary schools. 12. The factors which motivate high school teachers are not significantly different from those which motivate j elementary teachers. Techniques for motivating elementary j I teachers would be applicable to high school teachers. 13. The factors which motivate high school teachers are not the same as those which motivate professional j i people in industry. Techniques for motivating professionals! in industry are not applicable to high school teachers. I i | 14. Female high school teachers are more likely to ] i jbe motivated by responsibility than their male counterparts.) i : 15. For single teachers, interpersonal relations j with students is more important as a motivator than with i their married counterparts. ! 16. Younger teachers are more motivated by j 1 ; Sresponsibility than older teachers. 17. Differences in the level of training attained iis not a factor as far as motivation is concerned. ; 18. Teachers trained outside California are ‘motivated less by recognition and less by salary than those trained in California. 19. Teachers in high schools in deprived areas are i i 3 ! jless motivated by supervision and working conditions than those in other schools. ’ 147 20. Teachers of academic subjects are more motivated by advancement and working conditions and less motivated by interpersonal relations with administrators than non-academic teachers. 21. Interpersonal relations with students, district policy, and job security cause more dissatisfaction among I ! female teachers than male teachers. j j 22. Responsibility is more important as a ' j I ; | dissatisfier for single teachers than it is for married j teachers. s I ■ ! j 23. Older teachers are more dissatisfied by the | lack of possibility of growth than younger teachers, and j I are less concerned about their interpersonal relations i i ! with students. i 24. Discipline and lack of recognition are areas i I I j which cause more dissatisfaction for teachers with a BA | j | degree and less than fifteen units than those with a i ! Master's degree. : 25. Discipline, interpersonal relations with administrators and job security cause more dissatisfaction i for teachers trained out of California than those trained ! in California. Status is more of a factor of dissatis- | faction for those trained in California than those trained i r [ out-of-state. 26. Supervision causes more dissatisfaction for teachers in regular school areas than those in deprived 148 areas. Teachers in deprived areas are more dissatisfied by work itself than those in the regular schools. 27. Whether a teacher is teaching academic or non-academic subjects has no significance as far as dissatisfaction is concerned. 28. Teachers with large classes are more dissatis fied by interpersonal relations with administrators and lack of responsibility than those with smaller classes. Recommendations for Further Research or Action The following recommendations are made as a result of the findings and conclusions: 1. Studies should be made to measure the intensity and durations of teacher satisfiers and dissatisfiers. 2. Replications of this study at the junior high school and college level would provide valuable insights for administrators on those levels. 3. In-service training for teachers which would focus on improving their interpersonal relations with students would improve their motivation to work and reduce their dissatisfaction on-the-job. 4. Administrators should be made more aware of the results of this and similar studies in the area of teacher motivation to improve their on-the-job effectiveness. 5. Teachers do not feel district policy to be either fair or meaningful because they have not been 149 involved enough in its development. Attempts should be made to broaden the base for policy recommendations to include those to be affected by the policy. 6. Administrators should be given opportunities to improve their effectiveness in the area of human relations as this study clearly indicates these relationships have a major role in the motivation and dissatisfaction of the i teacher's day-to-day effectiveness. University courses and in-service training in this area are recommended. I 1 I | 7. In the selection of administrators, strong I [consideration should be given to the potential candidate's i ! i j ability to relate to others. j i 8. Because of the low percentage of returns for j j I J k ithis study, it is recommended that a structured interview ! ! I [technique similar to those of Herzberg and Myers be used in j | i (further replications. j i ! 9. Areas needing greater emphasis in courses for ! I ! administrator preparation are knowledge and utilization of: : ( i human relations; tension; conflict; organizational j (structure (both the formal and the informal); confrontation;1 i isilent, oral and written communication skills. i : ] 10. To foster improved morale and strengthen l jpositive motivation, administrators must take steps to Istudy, understand and practice participative management. j 11. Administrators need to view fundamental tensions as resources of energy, drive and creativity in j 150 their employees as motivators toward goal achievement. 12. The critical incident technique should be utilized more often in the securing of basic information needed by administrators to provide background for making their everyday and long-term decisions. 13. Administrators should formulate definite procedures to secure teacher-voice for long and short-term planning, as well as for policy development. j 14. Administrators need to make themselves more j [ i visible to the teaching staff to engender more feelings | 1 I J of togetherness or oneness, leading toward a unified j administrative and teaching staff and less teacher j dissatisfaction. I ! I ' 1 I i 1 i Implications ; i j Possibly, the most important implication which can J j be drawn from the present study is that of the adminis- ! i ' trator evaluating himself in his everyday working j situation. Through this process of self-evaluation, the J administrator or supervisor will have to literally look in : | the mirror to view existent silent as well as oral and written communication and every act and deed as such can j I be viewed and perceived by the staff. The result should | be a greater utilization of techniques vh ich will lead toward positive motivation. 151 The administrator should be aware of the teacher's needs for achievement and recognition and the all too frequent teacher disenchantment with district and school policy which the leader is charged to administer. To be a staff motivator, the administrator must be j aware through careful and intensive self-evaluation of the j i ways "the boss or supervisor" is perceived by the staff. : Administrator perception of co-workers is another important facet of mutual awareness. j i I The leader should use all the staff talent to j | | I attack the problem of discipline— the major source of dissatisfaction among high school teachers. ! Much has been written and said about teacher I militancy and teacher voice in recent years. If j i j administrators are to eliminate once and for all the ! | perception that administrators are opponents of teachers, ; j steps must be taken to foster and provide situations to ! secure teacher voice, to utilize teachers and organiza- i ; j tional skills, and not only seek, but truly set up the ; necessary changes in the everyday organization to I encourage, foster and create participative management. I Greater utilization of teacher voice and I | involvement will do much to create a feeling of I achievement and recognition within the teachers thereby causing greater satisfaction as evidenced from this study.. Participative management will also meet a status need 1 152 which was one of the factors this study identified as leading toward teacher satisfaction. In larger organizations, a basic difficulty traditionally has existed in getting the voice of these at the bottom of a line-and-staff organization to reach the j ears of the person at the top. In school administration, one specific method for accomplishing this is for the j chief administrator to consult with officers of district 1 j i I employee associations at a regular breakfast or luncheon ; i i | meeting in an informal atmosphere which also serves as | j ! a positive motivator for employees. Elimination of the ; j [ formal agenda helps promote good two way communication on I i i i anything of interest to the management or to the i j employees. An exchange of ideas can contribute much j ; i j toward the solution of existent problems or head off ! I ! j potential problems. Employee support can do much to ! build the necessary understandings and appreciations which j ■ are needed to move toward achieving the goals of the j | j organization, participants in such gatherings must be j able to see tangible evidence that employee ideas have i ; been considered if such an organizational technique is to ; | ; be effective, continued or sustained. j The major task of the administrator or leader in j | the school organization is to develop sufficient meaningful two way dialogue and communication with the staff so that the goals of the organization will also be viewed by all as personal goals, too. With participative management techniques being utilized to the fullest possible scale, such commitment is achievable and should be the major goal sought by the chief administrator and employees of the organization. Careful and continuing scrutiny of the individuals as well as the staff working conditions will contribute greatly toward the realization of the mutual goals, will motivate all members of the organization to utilize energy, drive and creativity toward that end. Participative management is a two way street. Teachers, also, must be made aware through pre-training and in-service education of staff responsibilities toward the over-all organization so that an even greater contribution can be made to the education of children. Teachers must be made aware not only of professional responsibilities, but of the techniques and processes to utilize to move the organization toward mutually-agreed goals. If teachers feel and share a responsible part of the administrative policy making process, it is probable that interpersonal relations with administrators would prove more of a source of satisfaction than dissatis faction, a condition not present according to the findings of this study. 154 All of the above would indicate a strongly identified need for a change in teacher education and administrator education courses in the colleges and universities. For far too many years the major emphasis has been on the WHAT instead of the HOW! What is needed j is a drastic reorganization, organized and proposed and even demanded by the practicing professionals in the field j of education. The alternative will be mandated reorgani- j | zation by the Legislature, the State Board of Education, ! [the professionals on the university staff or lay people in \ | each community or throughout the states. Long overlooked j have been shortcomings in such areas as human relation- j I ships, the understanding of organizations, communication, j | conflict, confrontation, responsibility of all in the j I ; !arena of participative management. Such an administrative j ! i I . * • [ { style will require a solid foundation m the humanities, j i I ! as well as in social and philosophical foundations of the [ \ j j American society and of education. j To keep administrators up to date and to strengthen : j their motivational skills the Mid-Career program for j ! practicing professionals at the University of Southern j jCalifornia is viewed as a forceful, positive, and worthwhile vehicle. I i | it is the responsibility of the administrator to I ; lead, but in the .process of leadership, the administrator must get the rest of the organization to follow. BIBLIOGRAPHY 155 BIBLIOGRAPHY Public Documents Education Code. Sacramento: State of California, Department of General Services, Documents Section, 1967. Berelson, Bernard and Steiner, Gary A. Human Behavior (An Inventory of Scientific Findings). Burlingame: Harcourt, Brace & World, Inc., 1964. Cofer, C. N. and Appley, M. H. Motivation: Theory and Research. New York: John Wiley and Sons, 1964. Gellerman, Saul W. Motivation and productivity. New York: American Management Association, Inc., 1963. Guilford, J. P. Fundamental Statistics in Psychology and Education. San Francisco: McGraw-Hill Book Company, 1965. Harris, Chester W. Encyclopedia of Educational Research. New York: The Macmillan Company, 1950. Hemphill, John K., Griffiths, Daniel E., and Frederiksen, Norman. Administrative performance and Personality. New York: Bureau of Publications, Teachers College, Columbia University, 1962. Herzberg, Frederick, et al. Job Attitudes: Review of Research and Opinion. Pittsburgh: Psychological Service of Pittsburgh, 1957. _______ . The Motivation to Work. 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Worker Satisfaction and Developnent. j Boston: Harvard University, Graduate School of Business Administration, Division of Research, 1956. | ! | Periodicals j Adair, J. Warren. "Keeping Teachers Happy." The j American School Board Journal, CLV, No. 7 (January, 1968), 28-29. ! i Argyris, Chris. “New Era in Personnel Relations," j Dun's Review, LXXIX (June, 1962), 40-41. | _______ . "We Must Make Work Worthwhile." Life, LXII, ■ No. 18 (May 5, 1967), 56. Berlyne, Daniel E. "Conflict and Arousal." j Scientific American, CCXV, No. 2 (August, 1966), 82-87. _______ . "Curiosity and Exploration." Science, CLIV, No. 3757 (July 1, 1966), 25-33. 158 24. Blake, Robert R., Mouton, Jane S., and Sloma, Richard L. "The Union-Management Intergroup Laboratory." The Journal of Applied Behavioral Science, I, No. 1 (January, February, March, 1965), 25-57. 25. Bowles, W. J. "Management of Motivation, A Company Wide Program." Personnel, XLIII, No. 4 (July, 1966), 16-26. 26. Brown, Alan F. 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APPENDICES 166 APPENDIX A WORKSHEETS FOR CODING BASIC INFORMATION AND CRITICAL INCIDENTS 167 CATEGORIES FOR CODING BASIC INFORMATION For Card punching I, 2, 3 = Number of Return 001 etc. 4 - Sex No response = 0 M = 1 F = 2 5 - Marital Status No response = 0 Single = 1 Married = 2 Divorced = 3 Widower/Widow = 4 Annuled = 5 Separated = 6 6, 7 - Number of Children None = 00 One = 01 Two = 02 Three = 03 etc. i j 8 - Age j No response = 0 20-25 = 1 26-40 = 2 Over 40 = 3 9 - Degree No response = 0 No degree = 1 AB = 2 MA, MS = 3 Doctorate = 4 168 169 10 - Categories of Units above AB No response — 0 1 - 1 5 — 1 16 - 30 — 2 31 - 45 = 3 46 - 60 4 61 - 75 = 5 76 - 90 = 6 91 - 105 = 7 106 - 120 = 8 121 and above = 9 11 - Above MA/MS (same subheads as above) 12 - Above Doctorate (same subheads as above) 13 - Categorize Major - Academic No response or other = 0 Nat. Science = 1 Soc. Science = 2 Humanities = 3 Math = 4 Pine Arts = 5 For. Language = 6 14 - Non-Academic No response Music P.E. Health Bus. Ed. Ind. Arts Home Ec. Driver Ed. Ag. Science Education 0 1 2 3 4 5 6 7 8 15 - Degrees in State No response = 0 AB = 1 MA or MS = 2 Doctorate = 3 AB & MA = 4 AB & MA & Doctorate = 5 AB & Ed.D. = 6 MA & Ed.D. = 7 Less than AB = 8 16 - Degrees out of State No response AB MA or MS Doctorate AB & MA AB & MA & Doctorate AB + Doctorate MA + Doctorate ■ v l f f i Ul 170 17, 18 - Years out of State No response = 00 1 year = 01 etc. 19, 20 - Years in present school No response = 00 1 year = 01 etc. 21, 22 - Years in California No response = 00 1 year - 01 etc. 23, 24 - Years in present district No response = 00 1 year = 01 etc. 25 - Credentials - General No response Gen. or Std. Secondary Gen. Elem. & Gen. Sec. Gen. Sec. & Sec. Adm. Gen. Sec. & Elem. Adm. Gen. Sec. & Gen. Adm. Elem. & Sec. Tchg. Elem. & Sec. Adm. Elem. & Sec. Tchg. Gen. Adm. Gen. Sec. & Jr. College Elem. & Sec. & Jr. College & Gen. Adm. 26 - Credentials - Special No response = 0 Special Subject Areas = 1 EMR = 2 Psychometrist = 3 Pupil Personnel = 4 Speech Therapist = 5 Psychologist = 6 provisional = 7 27, 28 - School Type No response = 00 Regular School = 01 Project School = 02 aCO'OWUl^UCOHO 29 - Size of Schools No response * = 0 Under 1500 = 1 1500 - 1999 = 2 2000 - 2499 = 3 2500 - 2999 = 4 3000 - 3499 *= 5 3500 - 4000 = 6 Over 4000 = 7 30 - Type of Class No response = 0 Academic = 1 Non-Academic = 2 31 - Class Size No response Classes under 25 Classes over 35 Classes between 25 & 35 HANSEN AND STANLEY DISSERTATION Satisfier and Dissatisfier Coding Work Sheet (Adapted from Herzberg) I.D. No, Positive Negative 2. 3. 4. 5. 7. 8 , Number of Incidents Recognition Achievement Possibility of growth Advancement Salary Interpersonal relations (administrator) Interpersonal relations (pupils) Interpersonal relations (peers, parents, other adults) I 9. Supervision - technical 10. Responsibility i 11. District/School policy & j Administration 12. Working conditions 34 35 36 37 38 39 40 41 42 43 44 45 32 33 51 52 53 54 55 56 57 58 59 60 61 62 63 64 172 173 Positive Negative 13. Work itself ____ ____ 46 65 14. Factors in personal life 47 66 15. Status 48 67 16. Job security 49 68 17. Discipline ____ ___ 50 69 APPENDIX B AUTHORIZATION AND NOTIFICATION DOCUMENTS RELATING TO THE GATHERING OF DATA IN LOS ANGELES SECONDARY SCHOOLS 174 C O P Y June 5, 1968 Mr. Oden W. Hansen, Superintendent East Whittier City School District 14535 East Whittier Blvd. Whittier, California 90605 Dear Mr. Hansen: This is to inform you that the doctoral study proposed to be conducted in the senior high schools of the Los Angeles City Schools by you and Mr. Stanley has been approved by both the Committee on Research Studies and by the Division of Secondary Education. This approval is subject to certain conditions regarding your sampling procedures. i You may recall that during both our conference and our ! telephone conversation regarding your study, I commented that getting the kind of sampling of high school teachers that you desired might be extremely difficult. I have discovered, however, that there exists a card file arranged by schools, and containing, for each school, one i card per teacher. This card bears the name, address, j subject field or fields, and initial assignment of each | teacher in the school. These data were correct as of the j time of original assignment, which may be several years in i the past, hence may no longer be accurate as to address and subject field of assignment. j So far as I can discover, this is the only file in which j teachers may be identified as being assigned to high j j schools (as contrasted to elementary or junior high j | schools), and seems, therefore, to be the only source of ! sample population available to you. This file is in the j office of Dr. Earl B. Barnett, Administrator of Secondary Assignments, Room A-203, Central Administrative Offices, 450 N. Grand Avenue. Dr. Barnett's telephone number is j Madison 5-8921, Extension 2614. j ! There are forty-five high schools, of varying enrollment, | j and, hence, varying numbers of teachers. Inasmuch as the ! ! cards are arranged by school groups, it will be necessary j for you to devise some sampling method that will use the j : school as the primary base, and will permit the selection ; i of individual cases from among the teachers assigned to that school on some rational basis. The sizes of j individual schools can be made available to you. ] 176 C O P Y 6/5/68 Mr. Oden W. Hansen, p. 2 Dr. Barnett tells me that the only time these files will be available to you is during the month of July. You should, therefore, make arrangements with him to make use of the files at a time that will be convenient to both of you. Dr. Barnett will not have clerical personnel available to assist in this task, but the arrangement of the files will make it possible for you to remove the cards for one school at a time, take them to a desk, and extract from them the appropriate names and addresses. This group must then be returned to the file before another group may be taken. No doubt it will be necessary for you to over-sample. Some of the study subjects will not be at the listed j addresses; others will be away on vacation; still others iwill refuse to reply. In order to compensate for these i losses, you should probably start with a group substan- ! tially larger than you actually need— possibly as much as j twice as large. I j The Committee wishes you success in your undertaking. If ; there is any further way we can help, please let us know. j Sincerely, Howard A. Bowman j Acting Chairman : Committee on Research Studies | HAB:ef j cc. Mr. Gerald Stanley I Dr. Earl Barnett 177 C O P Y 14535 East Whittier Boulevard Whittier, California 90605 November 5, 1968 Dr. Howard B. Bowman, Director Measurement and Evaluation Section Los Angeles City School Districts Box 3307 Los Angeles, California 90054 Dear Dr. Bowman: The enclosed questionnaire which was approved on June 5, 1968 by the Los Angeles Committee on Research Studies and by the Division of Secondary Education was mailed to 400 Los Angeles senior high school teachers on Saturday, j November 2, 1968. i j Mr. Gerald Stanley and I were most appreciative of your : cooperation and support in making our study possible. As you probably recall, this dissertation will investigate the motivations of secondary school teachers by adopting ! Hersberg's model for industrial motivational studies to the school situation. Dr. Dan Dawson is Chairman of our j Dissertation Committee. I i We will follow up this first mailing with two other ! complete mailings in order to secure at least 200 responses. I The purpose of this letter is merely to inform you that ; our questionnaire is out to your secondary teachers should j j you or personnel in your office receive any inquires from ! secondary teaching staff members. j j Thanks again for the excellent cooperation we received in [ your offices in July when we secured the names and ! addresses. Very truly yours, | Oden W. Hansen t j OWH/j I ^ _ "I . Enclosure cc: Dr. Dan Dawson Gerald Stanley 178 c o p y 14535 East Whittier Boulevard Whittier, California 90605 November 5, 1968 Dr. Earl B. Barnett Administrator of Secondary Assignments Los Angeles City School Districts Box 3307 Los Angeles, California 90054 Dear Dr. Barnett: The enclosed questionnaire which was approved on June 5, I 1968 by the Los Angeles Committee on Research Studies and ■ by the Division of Secondary Education was mailed to 400 | Los Angeles senior high school teachers on Saturday, j November 2, 1968. Mr. Gerald Stanley and X were most appreciative of your cooperation and support in making our study possible. As you probably recall, this dissertation will investigate the motivations of secondary school teachers by adopting [ Hersberg1s model for industrial motivational studies to ; the school situation. Dr. Dan Dawson is Chairman of our j j Dissertation Committee. j ; We will follow up this first mailing with two other | complete mailings in order to secure at least 200 j i responses. I ! j | The purpose of this letter is merely to inform you that i 1 our questionnaire is out to your secondary teachers should j you or personnel in your office receive any inquires from | secondary teaching staff members. j Thanks again for the excellent cooperation we received in j your offices in July when we secured the names and ■ addresses. J I i ! 1 Very truly yours, 1 | Oden W. Hansen | OWH/j I Enclosure j j cc: Dr. Dan Dawson j Gerald Stanley j 179 C O P Y 14535 East Whittier Boulevard Whittier, California November 5, 1968 Dr. Dan T. Dawson professor of Educational Administration University of Southern California University Park Los Angeles, California 90007 Dear Dan: The enclosed letter and questionnaire is for your information, only, to advise you that Gerry Stanley and I i are "on our way." We plan a second mailing approximately j I November 12 and a third mailing on approximately . j November 19. j iIf we should secure sufficient returns, we may not find it j [necessary to send out the third mailing. Possibly this is j wishful thinking. I I i I I |At any rate, you are "officially" notified that the i questionnaire is out to the Los Angeles City teachers and j |that I have advised the two offices of that system accordingly. j I do need another appointment with you, Dan, to discuss j some further aspects of the study. : j Here's hoping that you are getting your strength and vigor j !back from the surgery and are really back up to par again. | Regards, |Oden W. Hansen ! OWH/j ;Enclosures i | cc: Gerald Stanley I ! i i f i I APPENDIX C i j J INSTRUMENTS USED IN COLLECTION j ! I OF DATA FOR THIS STUDY j ! I j ! i i : i I ! i ! I ' 1 i i i | ! i i i i j j ! j ' l I i 180 181 C O P Y 14535 East Whittier Boulevard Whittier, California 90605 October 28, 1968 Dear Colleague: professional publications of the past several years coupled with California legislation have proven beyond any reasonable doubt that teachers want, expect and merit voice in educational policy formation and decision making for their school systems. This letter will provide you with one vehicle of giving the voice of Los Angeles City Senior High School teachers anonymously to an important research study which may have real influence upon working conditions in your schools. We need your professional assistance; your voice and a very few minutes of your time. Under the direction of Dr. Dan T. Dawson, professor of education at the University of Southern California, the undersigned are conducting a research study to develop a better understanding of the factors which influence how teachers feel about their work. Findings will be used to help the profession create the conditions found to be most rewarding to teachers not only within Los Angeles City but throughout the State and nation. Won't you make your voice heard in this important study by completing and returning the enclosed printed forms? We guarantee under penalty of legal action your complete anonymity. We, ourselves, have no way of determining your identity in the use of the enclosed forms or envelope. All answers will be unsigned and held confidential with no attempt made to identify you in any way. We are asking you to complete a short check list and to describe two or more incidents relating to your job. We do not wish to rush you but this is an important study and the sooner it can be completed the sooner its findings will have an impact on the profession. We need your professional opinion now. 182 C O P Y This project has been approved by the Committee on Research Studies and by the Division of Secondary Education of the Los Angeles City Schools. Sincerely, Oden W. Hansen Gerald M. Stanley 183 THE MOTIVATION OF HIGH SCHOOL TEACHERS QUESTIONNAIRE Please check or fill in the blanks below and return this form with the attached two page questionnaire. 1. Personal Male Female a. ___ b. Marital status_ c. No. children__ d. Age: 20-25___ Education a. b. 26-40 over 40 Less than a Bachelor's_ Units Major c. d. e. Bachelor's Degree^ Maj or____________ Master 1s Degree_ Maj or___________ plus_ units plus.. units Doctorate_ Major______ Degree Bachelor's Master 1s Doctorate Bachelor * s Master ' s Doctorate plus_ units California School Out of State School Experience a. yrs. b. yrs. c. yrs. d. yrs. out of state in California in present school in present district 4. Credentials Do not write in box below 1 2 3 8 9 10 11 12 13 14 15 16 21 22 23 24 25 26 17 18 19 20 i 27 28 184 5. Environment a. Name of school b. Approximate No. of students c. Subjects teaching now No. students in class 29 30 31 32 33 34 35 36 37 38 39 40 41 Third Mailing 1 t QUESTIONNAIRE You are going to be asked to answer two questions. Here is the first one: Will you please think of a recent incident that made you feel exceptionally good about your job as a teacher? Use this paper to describe the incident, trying to be brief, accurate, and objective. Any persons involved need not be identified by name, please be sure you are describing a specific INCIDENT, not just a general condition. If several incidents come to your mind, please feel free to describe as many as you wish. The greater number of incidents will give greater validity to this study. Now, would you begin to describe the incident(s) that made you feel exceptionally good about your job. (Use both sides of the paper if necessary.) i I i QUESTIONNAIRE I Now, will you please think of a recent incident that made you feel exceptionally bad about your job as a teacher? Again, please give your answer in brief, accurate and objective terms, describing the specific incident. Please add as many more incidents as come to your mind. (Use both sides of the paper if necessary.) i I I 186 14535 East Whittier Boulevard Whittier, California 90605 November 12, 1968 Dear Colleague: Response to the educational research project questionnaire recently mailed to you has been most gratifying. Packets are being returned promptly and the replies are proving to be of real value to the research. Since all replies were strictly anonymous, this note of thanks is being sent to all those selected for this study. If you have not yet responded, we realize that at this busy time of year materials previously sent to you may have been misplaced, and so we are taking the liberty of enclosing additional forms. As soon as data gathering has been completed and findings compiled, the results will be made available to each school through the Measurement and Evaluation Section of the Los Angeles City Schools which has approved this study. Please accept this letter as a token of our deep appreciation for your efforts to make this a successful and beneficial project. Sincerely, Oden W. Hansen Gerald M. Stanley 187 COPY SAVE OUR STUDY PLEASE! Please! Please! TEACHERS ARE BUSY PEOPLE SO WE 'LL BE BRIEF! Important Fact Real Fact Sad Fact Someone ought to tell the public and the administration how teachers REALLY feel. This, we propose to do if you will help us. We need your help BADLY ! Your VOICE is one of 400 to represent 6000 Los Angeles Senior High School Teachers by a scientifically selected random sampling. We have received only 1/4 of our needed replies. Won’t you please reply N O W ? TODAY? Unfortunate We need 400 completed (responses on all three Fact pages) returns. Honest Fact Guaranteed Fact You will receive a personal copy of the results. Most important to you. We repeat our professional and ethical guarantee to you of absolute anonymity under penalty of legal action. If you need another copy of the questionnaire we will be mailing you one within two weeks. Hansen and Stanley Research Project 14535 East Whittier Boulevard Whittier, California 90605 November 23, 1968 188 14535 East Whittier Boulevard Whittier, California 90605 December 14, 1968 Dear Colleagues A PROFESSIONAL APPEAL Do teachers merit and want better or improved working conditions? We believe most sincerely that the findings from our doctoral study can make a significant contribution to what is known about teacher motivation, teacher satisfactions and teacher dissatisfactions, and can help improve and better working conditions for teachers not only locally but County-wide, State-wide and Nation-wide. Won11 you please contribute 10 or 15 minutes of your time to assist in this important study? The two of us, giving you our professional word under penalty of legal action, have NO way of determining who has responded to our recent questionnaires unless you have put your name on the return envelope. For this reason, to secure more of our drastically needed responses, we have to send our forms to all those on our mailing lists. If you have already responded, please excuse this mailing and accept our most grateful thanks. One of the earmarks of any profession is that it must have a body of research and professional literature to support that for which it stands. One of the more promising newer techniques of research is the "critical incident*' procedure with open-ended responses which we are utilizing in this doctoral study under the direction of Dr. Dan T. Dawson of the University of Southern California. We are seeking, by random sampling procedures, the voices of 400 Los Angeles City Senior High School teachers to represent the 6,000 plus teachers assigned to that level. Our research is not funded so we do not have the means to pay you for your replies. We earnestly solicit your professional assistance. We need to know what YOUR ideas are in response to our two questions. We have guaranteed complete anonymity in our treatment of the data returned I to us. We do have the necessary prior approvals in writing from the Los Angeles City School District Committee on Research Studies and the Division of Secondary Education to proceed with this study. 190 All we need at this point is to hear from YOU! Won't you please help us? Please complete and return all three pages of the attached questionnaire and return it to us today in the self-addressed, stamped envelope. Gratefully yours, Two Fellow professionals Oden W. Hansen Gerald M. Stanley j I I I i I j Hansen and Stanley Research Project 14535 East Whittier Boulevard Whittier, California 90605 January 23, 1969 Over the Christmas Holidays and in early January, either jGerald Stanley or the undersigned telephoned to you [requesting your assistance in completing a brief question naire on teacher motivation for our doctoral dissertation iat the University of Southern California. I IWe were so very appreciative of your verbal response in which you so graciously agreed to help us. !ln order to complete our study we are awaiting the return |of your questionnaire. Will you please help us by getting jit into the mail today? j jprofessionally yours, i i Oden W. Hansen i IP.S. Should you need another questionnaire please phone j me collect at my home in Whittier after 6:00 p.m. or any time during the weekend. Area Code 213-693-5368

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