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University of Arizona PATTERNS OF PERCEPTIONS AND SOCIAL- PSYCHOLOGICAL PROCESSES AMONG HIGH SCHOOL TEACHERS PARTICIPATING IN A STRIKE. Item Type text; Dissertation-Reproduction (electronic) Authors BEVAN, JOHN VICTOR. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 10/10/2021 08:05:43 Link to Item http://hdl.handle.net/10150/184971 INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate -copy, or copyrighted materials that should not have been filmed. For blurred pages, ·a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of "sectioning" the material has been followed. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again-beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into your xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been filmed. University MicrOfilms International 300 N. Zeeb Road Ann Arbor, MI4B1 06 8304715 Bevan, John Victor PATTERNS OF PERCEPTIONS AND SOCIAL-PSYCHOLOGICAL PROCESSES AMONG HIGH SCHOOL TEACHERS PARTICIPATING IN A STRIKE The University ofArizona ED.D. 1982 University Microfilms In tern ati 0 nal 300 N. Zeeb Road, Ann Arbor, MI 48106 Copyright 1982 by Bevan, John Victor All Rights Reserved PATTERNS OF PERCEPTIONS AND SOCIAL-PSYCHOLOGICAL PROCESSES AMONG HIGH SCHOOL TEACHERS PARTICIPATING IN A STRIKE by John Victor Bevan A Dissertation Submitted to the Faculty of the DEPARTMENT OF SECONDARY EDUCATION In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF EDUCATION In the Graduate College THE UNIVERSITY OF ARIZONA 1982 ® Copyright 1982 John Victor Bevan THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by ____J__ o_hn __ ~V_i_c_t_o_r___ B_e_v_a_n ____________________ _ entitled PATTERNS OF PERCEPTIONS AND SOCIAL-PSYCHOLOGICAL ----------------------------------------------------~~------ PROCESSES AMONG HIGH SCHOOL TEACHERS PARTICIPATING IN A STRIKE and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Education Date ' ( !r- ~- J 2- Date Datel ' Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation re~~~rement. , ~ C( }0~ )Cula1d<J Dis~ector Dad~' STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of require­ ments for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rilles of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. ACKNOWLEDGMENTS The author wishes to express his appreciation to those persons whose contributions made this study possible: Dr. William D. (Don) Barnes, Chair­ man; Dr. Emil S. Gavlak; Dr. Howard W. Leigh; Professor Philip Mangelsdorf; and Dr. George W. Ridge, Jr. Sincere thanks to the typist of this manuscript, Ms. Sheila Hughes. The author j.s also deeply indebted to Faye Hall for her aid in securing the professional leave necessary to do this study. To my wife, Catherine, without whose understanding, assistance, and love this project could not have been completed. This manuscript is dedicated to all those who strive for truth and understanding. iii TABLE OF CONTENTS Page LIST OF TABLES •••.•.•...•.•. • • • • • • • . • . • • • • • . .. viii ABSTRA CT •.•.••.••••.•.•.•••.••••..•...•.•.•. xi 1. INTRODUCTION................................. 1 Statement of the Problem •.••••.•••.•••.•.•.•.•. 3 Significance of the Problem • • • . • • • . • . • . • . • . ... 4 An Assumption Underlying the Problem •••••..•.••.•. 6 Limitations of the Study •. • • . • . • . • . 7 Definition of Terms • . • . • . • • . • . • . • . • • . • 7 Research Procedures • • . • • . • . • . • • 8 Summary . 10 2. THEORETICAL CONSIDERATIONS. • • . • • . • • • • • . • . • • 11 PART I. THE THEORETICAL FOUNDATION. • • . • • • . • . 11 The Significance of Cultural Change •.•••••.•..•.... 11 The Role of Perceptual Psychology • • . • . • . • . • . 14 PART II. CONCEPTS RELEVANT TO PERCEPTUAL PSYCHOLOGY. • . • . 16 Introduction ................................ 16 The Development of Perceptual Psychology •.••..•..•. 17 Perceptual Psychology • . • . • . • . • • . • . • • 18 The Total Individual. • . • . • . • • . 19 The Phenomenal Field •..•• . • . • . • . 21 The Self-Concept • • • • . • . • . • • . • • • . • . • . 24 PART ITI. THEORETICAL FRAMEWORK. • • • . • • 25 Major Concepts . 25 Summary: Theoretical Considerations ••..•.•...•... 34 Theoretical Considerations • • • • . • . • . • . 34 Summa:r'Y' • • • . • • • • . • • • • • • • • • • • • . • • • • • . • • 35 iv v TABLE OF CONTENTS-Continued Page 3. RESEARCH PROCEDURE • • . • • • • • . • • . • . • • 36 Background Information •••••••••••••••..• • . • • • . 36 The School Community • • . • • . • • • • • . • • • . • • . • . 36 Interview Schedule . 37 The Population .............................. 38 The Sample. 39 Data Collection . 40 Summary . 40 4. PRESENTATION OF QUANTITATIVE DATA. • . • . • . • • 41 Section I: Issues and Causes • • . • . • • • . • • • . • . • • • . 41 Question 1-1: "I perceive the major issue of the strike to be" • • . • • • . • • . • • . • • . • • . 41 Question 1-2: "I feel the strike was the result of" ........... 47 Question 1-3: "Who do you feel was most responsible for causing the strike?" ••..... 52 Summary: Issues and Causes of the Strike. • • • . • • • . • . 57 Section II: Influences •••••.. , . • . • . 59 Question II-4: "My building principal influenced my decision" . • • . • • . • . 59 Question II-5: "The teachers in my school influenced my decision" • • . • . • • . • . • . • . • • • • • • 62 Question IT-6: "One or more of the senior teachers (with many years experience in the school and/or district) influenced my decision". 65 Question II-7: "Some teacher(s) outside my school influenced my decision". • • . • . • . 65 Question IT-8: "The teachers' association influenced my decision" • • • • • • • • • . • • • . • • • . 69 Question IT-9: "My family influenced my decision" ............................. 72 Question IT-I0: "The media influenced my decision 11 • • • • • • • • •• ~ • • • • • • • • • • • • • • • • 72 Summary: Influences.... 75 vi TABLE OF CONTENTS-Continued Page Section ill: Relationships • • . • . • • • . • • • . • . • • 80 Summary: Relationships...................... • . 84 Discussion ............... " . " " . " " " " " " " " " " " " " 84 5. PRESENTATION OF QUALITATIVE DATA. • • • • • • . • . • • 86 The Development and Maintenance of an Adequate Self " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " 87 Respondents' Perceptions of Their School --- -Envi~ronment """"""""""""" " " " " " " " " " " " " " " 88 Respondents' Perceptions of Themselves. • • . • . • • • • 91 Discussion " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " 95 The Perceptual Field as a Determinant of Behavior • • • • . 96 The Perceptions of Non-Striking Respondents • • • . • . 97 Perceptions of Striking Respondents • • . • • • . • • • .. 101 Discussion " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " " "" 107 The Concept of Resistance to Attacks on the Self. • . • . •• 110 Respondents' Perceptions of Stress RellGtions. • . • • •. 111 Respondents' Perceptions of Psychological Responses " " " " " " " " " " " " " " " " " " " " " " " " " " " "" 113 Respondents' Perceptions
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