Working conditions in urban schools

Ginsberg, Rick; Schwartz, Henrietta; Olson, George; Bennett, Albert L.

doi:10.1007/bf01108421

Cited by 6 publications

(3 citation statements)

References 6 publications

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“…Simi.lar to findings from earlier studies relative to teachers and school funding problems (Calfee & Pessirilo-Jurasic, 1980;Francis, 1991;Ginsberg, et al, 1987;Schwartz, et al, 1983;Shiman, 1983), our study illuminated how the climate in schools and the community during the budget crisis affected psychological well-being and led to withdrawal in teachers. Indicators of burnout and potential for attrition along with anger about politics and losses were similarities to earlier research.…”

Section: Discussionsupporting

confidence: 84%

“…A handful of earlier studies, largely from the 1980s, suggested that budget cuts and statewide measures, such as Proposition 13 in California and Proposition 2 !6 in Massachusetts, were deeply stressing to teachers (within the top 3 stressors). Teachers felt abandoned by legislators, and the public and teacher morale and sense of security was seriously affected, with many teachers planning to leave the profession (Calfee & Pessirilo-Jurasic, 1980;Francis, 1991;Ginsberg, Schwartz, Olson,& Bennett, 1987;Schwartz, Olson, Ginsberg, & Bennett, 1983 ;Shiman, 1983).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Teacher Perceptions of the Funding Crisis in Oregon Public Schools: Policy Issues

Cohen¹,

Dixon²,

Sampson-Gruener³

et al. 2008

NWJTE

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During spring f 003 Oregon endured the worst school budget crisis in the nation. To understand teacher experiences during this period, 90 teachers across the state were interviewed. Questions focused on teacher attitudes, personal/financial issues, working conditions, and changes in teaching, analyzed with simple statistics and qualitative descriptive methods. Teacher satisfaction declined; teachers were pessimistic about schools, angry about salary freezes, and wanted to retire immediately. Most expressed frustration with politics and dissatisfaction with working conditions. Almost all experienced salary loss, even when days were not cut. Teachers made many personal sacrifi.ces and most experienced health problems. Working condition changes included class size increases, loss of specialists, longer working hours, and more special needs students with less help. Teaching changed to "no frills. "Loss of materials, supplies, time with students, and morale problems were common. Stable and adequate funding and teacher working conditions have not been addressed in policy.

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Section: Discussionsupporting

confidence: 84%

Section: Literature Reviewmentioning

confidence: 99%

Teacher Perceptions of the Funding Crisis in Oregon Public Schools: Policy Issues

Cohen¹,

Dixon²,

Sampson-Gruener³

et al. 2008

NWJTE

View full text Add to dashboard Cite

show abstract

“…The second method category involves either of two types of observation. In one type, the investigator is positioned in a workplace, as unobtrusively as possible, to observe and record activities and conversations of workers (e.g., Ginsberg, Schwartz, Olson, & Bennett, 1987;Kainan, 1994). In the other type, the investigator works at the targeted job in order to observe the work role "from the inside" as well as the roles of coworkers (e.g., Molapo, 2001;Palmer, 1983).…”

Section: ~~mentioning

confidence: 99%