TEACHER-BOARD RELATIONS IN VIRGINIA: A CASE OF PERCEPTUAL DISCONTINUITY

PATRICK W. CARLTON AND RICHARD T. JOHNSON

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DOI: 10.2190/VD3E-X7JE-XDQ5-VJM7

Abstract

The authors report on a pair of data gathering activities involving the sampling of opinions, pro and con, of teachers and school board members in Virginia on collective bargaining, militant activities by teachers, and political activism by teachers in pursuit of economic goals. The data showed almost total lack of agreement between the two groups. The authors speculate that this lack of perceptual congruency may be accounted for by socio-economic status differences, coupled with differential role and reality perceptions. The authors further suggest the probability of overt militance in Virginia unless some form of managerial ameliorative action takes place in the near future.

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