An investigation of teacher perception of the desirability of collective action as related to selected interpersonal and personal values



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This study was concerned with teachers' attitudes toward collective actions of their professional associations or groups, and the relationship between these attitudes and certain personality traits. These personality traits were viewed as being embodied in the individuals' value systems. Problem The problem was to determine the relationship between the individual's interpersonal and personal value domains and that individual's collective action attitude domain. Population The population for the study included one-hundred and one secondary level teachers from the Houston Independent School District. Method and Instruments A pilot study investigation of Carlton's Collective Action Attitude Scale, subsequent factor analysis of these data, and revision of the Scale preceded this study. Then, 150 secondary level teachers were asked to complete sets of three instruments: Gordon's Survey of Interpersonal Values, Gordon's Survey of Personal Values and the revised Collective Action Attitude Scale. The data from the Interpersonal and Personal Survey scales and the factors of the Collective Action Attitude Scale were subjected to canonical correlation. Findings It was found that the domain of interpersonal values was related to the domain of collective action attitude. High scores on the scales of Independence and Leadership, and low scores on the Conformity scale were related to three different collective action attitude factors. These three related factors were: Attitude Involving the Functions of Teachers' Organizations, Including Selection of Teachers and Principals; Negative Attitude Toward Militant Teachers Groups, Professional Negotiations and Infringement on Board Policy; and Attitude Toward the Use of Sanctions, Strikes and Withholding Services. It was found that the interpersonal values of Support, Recognition Benevolence and the personal values of Practical Mindedness, Achievement, Variety, Decisiveness, Orderliness and Goal Orientation bore no relationship to the collective action attitudes enumerated above. Moreover, none of the interpersonal or personal values were related to the five other collective action attitudes measured, which included: Negative & Positive Aspects of Collective Negotiations; the Value to Education of Collective Negotiations and Teacher Organizations; Use of Publicity for Presenting Unfair Board Practices and the Benefits of Collective Negotiations; the Use of the Media; and Professionality of Teachers - Sanctions & the Public Welfare.