ERIC Number: ED461630
Record Type: RIE
Publication Date: 1998
New Rules, New Roles? The Professional Work Lives of Charter School Teachers. A Preliminary Study.
Koppich, Julia E.; Holmes, Patricia; Plecki, Margaret L.
This study examines the teaching conditions of educators working in charter schools, exploring the involvement of teachers' unions and associations. Data came from a literature review, a teacher survey, and five case studies in various types of charter schools. Results from the literature review indicate that: state charter statutes are significant, charter schools serve diverse populations, students and parents are pleased with charter schools, teachers are satisfied with their work environment, and unions are not particularly present. Survey results indicate that: charter school teachers are demographically like public school teachers, most teachers work in charter schools to be free to teach as they wish, salaries and benefits are not major issues to these teachers, and most teachers see little union or association involvement in their schools. Case study data indicate that charter schools believe their independence is key to their success, and teachers are not very involved in high levels of decision making. Recommendations include continuing to track emerging differences between new startup and conversion charters and reviewing more intensively charter schools managed by for-profit organizations. Four appendixes present study methodology, survey questions and results, state charter school legislation, and case study interview protocols. (Contains 27 references.) (SM)
Descriptors: Case Studies, Charter Schools, Elementary Secondary Education, State Legislation, Teacher Associations, Teacher Attitudes, Teacher Characteristics, Teacher Role, Teaching Conditions, Unions
NEA Professional Library, Distribution Center, P.O. Box 2035, Annapolis Junction, MD 20701-2035. Tel: 800-229-4200 (Toll Free). For full text: http://www.nea.org/issues/charter/newrules.html.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.