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ERIC Number: ED239409
Record Type: RIE
Publication Date: 1982-Dec
Reference Count: 0
The Effects of District Personnel Policies and Teacher Attitudes on Teacher Mobility. Final Report--Paper II.
Eberts, Randall W.
The second of three papers contained in a final report on New York State teachers' attitudes and mobility, this paper explores the effects of collective bargaining on teacher mobility by analyzing its effects on two determinants, personal preferences and personnel policies. Teacher attitudes are measured by responses on a national survey to questions concerning administrative decisions, support for teachers, instructional program effectiveness, and satisfaction with their workplace, while district policy measures include who makes hiring decisions and the level of teacher participation in decision-making. Analysis of teacher attitudes reveals that teachers covered by collective bargaining agreements ("union" teachers) are significantly less enthusiastic about their schools and less concerned with district personnel policies than those not covered. A maximum-likelihood logit analysis of teacher turnover (quits and transfers combined) by union affiliation yields the finding that mobility is similar among union and nonunion teachers, while analysis of union teacher turnover reveals significant relationships between turnover and contract provisions for class size and for staff reduction honoring seniority. The general conclusion is that, although the presence of collective bargaining has little effect on teacher turnover, staffing and class size contract provisions do affect mobility among covered teachers. (MJL)
Descriptors: Board of Education Policy, Collective Bargaining, Contracts, Elementary School Teachers, Employment Patterns, Faculty Mobility, Personnel Policy, Statistical Analysis, Teacher Administrator Relationship, Teacher Associations, Teacher Attitudes, Teacher Characteristics, Teacher Transfer, Teaching Conditions, Unions
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.
Identifiers: Logit Analysis
Note: For papers I and III, see EA 016 375, and EA 016 377.