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Library © 1971 no. si AN ANALYSIS OF TIC RELATIONSHIP BETWEEN f TEACHER INVOLVEMENT AND TEACHER FEELINGS OF PO.'VERLESSNESS Jo A. Battles A Dissertation • > Submitted to the Graduate School of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY March 1971 Graduate School Reoresentaiiv© BOWLING GREEN STATE UNIVERSITY LIBRARY © 1971 Jo Ann Battles ALL RIGHTS RESERVED ABSTRACT This study was concerned with the relationship between teacher involvement in determining school policy and procedure and teacher feelings of powerlessness in school. It also explored the relation­ ship between broader social involvement and feelings of powerlessness in mass society. The design of the study made it possible to (l) determine if involving teachers in determining school policy and procedure resulted in different feelings of powerlessness in school, (2) de­ termine if broader social involvement resulted in different feelings of powerlessness in mass society, (3) determine if teacher feelings of powerlessness in school and feelings of powerlessness in mass, society were significantly correlated, and (4) determine if a rela­ tionship existed between the level of school involvement and broader social involvement. The results of the study indicated that (l) teachers highly involved in determining school policy and procedure expressed lower feelings of powerlessness in school and in mass society than teachers demonstrating limited involvement in determining school policy and procedure, (2) teachers with a higher level of broader social involvement expressed lower feelings of powerlessness in mass society and in school than teachers demonstrating a low level of broader social involvement, (3) a positive correlation existed between school involvement and broader social involvement, and (4) a positive correlation existed between a teacher’s feelings of power­ lessness in school and powerlessness in mass society. The strength of the school involvement variable suggested that teachers involvement in determining school policy and procedure is of crucial importance. As several of the items on the school involve­ ment index dealt directly with involvement through professional teacher organization, the teacher organization may be a source of power for the teacher in the school, mediating between the individual and the formal institution of the school. However, organization involvement was less effective in serving as a bulwark against feelings of powerlessness than more direct work-related activities. Suggestions were made for future research. i i i ACKNOWLEDGEMENTS I would like to express my appreciation to a few people who warrant special acknowledgement. The continued understanding and encouragement of my husband, Jack, made it possible for me to meet the challenges of the doctoral program. I would like to acknowledge my advisor and friend, Dr. Morris Weinberger, for his professional guidance and help during the entire process. Dr. Arthur Neal taught me a bit of sociology, stimulated my interest in pursuing a study in powerlessness, and permitted the use of his powerlessness instrument in this investigation. Dr. Fred Pigge and Dr. Victor Hornbostel were most helpful to me in developing the design and statistical procedure for the study. Mr. Goeff Graue helped me overcome many of the problems involved in the analyses of data. His services were far above the obligations of his position. I am grateful to Dr. Neil Pohlmann and Dr. Leslie Chamberlin for their time, personal interest, encouragement, and constructive criticism. iv TABLE OF CONTENTS Page ABSTRACT ............................................ ....................................................... i i i ACKNOWLEDGEMENTS.................................................................................... iv LIST OF TABLES........................................................................................ ix LIST OF FIGURES............................................................................... xiii Chapter 1. INTRODUCTION.................... ............................................... 1 THE PROBLEM........................................ .... 5 Purposes of the Study.................... ... ........................... 6 Hypotheses ................. ............................ ...... 6 THEORETICAL FRAMEWORK . ......................................... 7 Definition of Terms .... ................ .... 7 Significance of the Study ............ 8 ORGANIZATION OF THE STUDY ................ ........ 8 2. RELATED RESEARCH AND LITERATURE................ .................... 10 EMPIRICAL INDEXES OF POWERLESSNESS . ...................... 10 SOURCES OF POWERLESSNESS IN ORGANIZATION ................. 15 PROCESSES BY WHICH FEELINGS OF POWERLESSNESS CAN BE MODIFIED........................... 20 CONCLUSIONS OF THE REVIEW OF RELATED LITERATURE AND RESEARCH ................................................ 25 3. PROCEDURE ........................................... 27 RESEARCH DESIGN .................... ..... .................... 27 PARENT POPULATION ................................ ... .................... 29 v Chapter Page ANALYSIS OF DATA ................................ ... 31 INSTRUMENTATION ... .................... ......... 31 Dependent Variables ............... 32 Independent Variables • ................ ........ 33 FINAL QUESTIONNAIRE . ................ ... 35 SCORING PROCEDURES . ............................................ .... 35 Involvement Indexes ............... 35 Powerlessness Scale .................... .................... ... 36 CODING PROCEDURES .................................... ........................ 37 Code for the IBM Cards ............. 37 4. ‘ FINDINGS AND STATISTICAL ANALYSIS................................ .... 40 ANALYSIS OF VARIANCE ........................................................ T/nV . SCHEFFE METHOD OF POST HOC MEAN COMPARISONS . 42 Results of Scheffe Test ............. 43 CORRELATION OF POWERLESSNESS SCORES ............................ 51 CORRELATION OF INVOLVEMENT INDEXES........................ .. 51 DEMOGRAPHIC DATA . ................................ ............................ 53 SUBGROUPS OF INVOLVEMENT ............................................ 54 School Involvement ..... .................................... 55 Broader Social Involvement ........... 55 5. SUMMARY AND DISCUSSION ............................ ........................ 57 SUMMARY.................................................................................... 57 The Problem ........................................................ ... 57 Procedures .................... ............. 58 v i i Chapter Page Procedures for Analysis ...... ........................ 59 DISCUSSION................................................................ 60 School Involvement and Feelings of Powerlessness in School............................ 60 School Involvement and Feelings of Powerlessness in Mass Society 60 Broader Social Involvement and Feelings of Powerlessness in Mass Society ....... 61 Broader Social Involvement and Feelings of Powerlessness in School • ................. .... 62 Correlation of Involvement Indexes. .. ................ 62 Correlation of Powerlessness Scores • .................... 63 Discussion Summary •••• ................. ...... 63 Demographic Data ................ 69 6. CONCLUSIONS, LIMITATIONSAND RECOMMENDATIONS .... 72 CONCLUSIONS ............................................................................ 72 LIMITATIONS....................... 74 RECOMMENDATIONS........................... 75 / APPENDIXES.................................... ........................................... ... 79 A. Questionnaire 80 B. Cover Letter ........................................................ ...... 86 C. Development of School Powerlessness Scale Phi Coefficient Between Items and Total Scores for School Powerlessness Measure ....... 88 D. ANOV Summary Tables School Involvement and Powerlessness ........ 91 E. ANOV Summary Tables Broader Social Involvement and Powerlessness .... 94 vi i i APPENDIXES Page F. Demographic Variables, Mean Scores on Powerlessness by Independent Variables, School Involvement, School or Broader Social Involvement, and Selected Demographic Variable ........................................ 97 G. ANOV Summary Table Work-Related Involvement or Organizational Involvement and Feelings of Powerlessness ................ .- 122 H. ANOV Summary Tables Political or Non-Political Involvement in Broader Social Events and Feelings of Powerlessness .......... ........................ 126 BIBLIOGRAPHY............................................ ............................................... 130 LIST OF TABLES Table Page 1. Summary of Returns of Questionnaires ........ 30 2. Summary Table ANOV Involvement and Powerlessness 41 3. Scheffe Post Hoc Method Mean Comparisons on Powerlessness in School . .......................................... 44 4. Scheffe Post Hoc Method Mean Comparisons on Powerlessness in Mass Society ......... 47 5. Summary Table of Scheffe Test on Powerlessness Using Involvement as Independent Variable 50 6. Bivariate Distribution of Powerlessness in School and Powerlessness in Mass Society ........................................................................ 52 7. Four-fold Table of Relationship between School Involvement and Broader Social Involvement .............. .................... 53 8. ANOV Suiwnary Table Two Levels of School Involvement (Low, High) on Powerlessness in School ...... 92 9. ANOV
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