MAY 10

CENTRE FOR NEWFOUNDLAND STUDIES

TOTAL OF 10 PAGES ONLY MAY BE XEROXED

(Without Author's Permission)

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ST~DY OF. SE~~~.TED · F~CTORS -~SOc'IATED

^WITH

·.THE SUPPLY OF ·AND D~D- FOR .

.

^{· ' •}

PUBLIC SCHOOL-TEACHERS AND ADMINISTRATORS

.. --- _,. . \ ' . . . ^.... ...

. IN . THE

PROVI~CE. OF

NEWFOuNDLAND AND'

~RADOR' .

. . ·.FOR-;;-

SCBOO!v.EAR :~-9'85-1986

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·. --~ A. th~sis p~r~sei1teq. ·to_ the' · ·:· . . . ' / ·.

Depa_rt.nen:_~· of \Educational"Admini's't.ra~ ·

· : -~Me_fllor .i.a~-:--Uf!.~~~~i ty of Newfoundlancl · . -

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Submltt'ed 'in partial ·fulfillment of the requirements for the·degree of

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ABSTRACT.

,.

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. .

-The,

importance of reliable i.n.formation about teacher supply .and. de~an~ ~h~·s been .well ~tattlish~d. In' recent ..

\ ·. · ·yr/is·, the

educ~nal

system has undergone a dyRamic

sh~~

·:--:

- - -~ ---- . fr~m .

a chronic shor'tage of

·~eacbers

^{-t-o' an}

a~py-ent .·

^{surplus:· · ..}

·.--;he impaCt .of.

~his :.:~an~e ha~ implicati~r

^{Plamring ·arid}

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· ·deVelopment

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university fioculti'es,.

9o

e,rru.;ent

pl~n~e[s, -~·

^...

""; te:cher. recruits and ·.school administrato~s .•. :. . . .. .• . •.

. ,. ·.·

,Th~ lit~ratu[e

aha related re ...

ar~h

^regard

te~che ~ . --~

^{': ·}

-_.. s~pP.f.'Ya~~nd demand as cd.tica~ to the tp_tal planning proces/. . . ~

~ . . . ' . . .

,esearchers. have concluded that the problem is. 'riot. s'o m~ch .. • ...

.

.

. ' .

f surpluses and shortag·es in abso'Iute ·.terms but short. ter~ ;::_·.

.

.

^{. .}

.. var ia·nces in gec5gr~phi.c ^regions. and ·subject areas.. The

.

· - .

j.: purpQ~~

^of

~hi~ study, ~as

^tb

ide~tify f~ct~t; ~ssoci~ted

~ :

^:. wiih-:thel supply of a·l_ld

dema~d:- :fa"; t~ach~;~ ~nd

^{. .}

f _

·.

. ~ ..

. administrators ·_in ord~r ^·to demon.st.r~te ^pot.ent.ial_ reg~<Juil

, · • •• ' • • ; I .. "-, ' • . ) .

al)d academi~ imbalances.:. More specifically_, this ~tudy was

.. .. . ..

^/.

..

. . '

.

^{. .}

. ,

•. ai:t a~t t'o -~dentify . the reasons for jo~ yac~ncies,. the.

. . . . .

.

subject and administrative a_reas· and geographic•locations

I .

· ~ncompassing t~-~~her ^{deman.d, ·and the} characteri~tics ^{of the} _'p6tentf~l '· and· ~~tu~l $Upply of new teachers.

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A~ instr~ment was'_des~ne~ to obtain data relative to'~·

job vacancies· in ·individual $Chools and school districts,/ .

. ~ \ .

and the ·individ~als who fflle·d those jobs. Results of. th'e

. . . ~ ~ . . , I

. . . . . . . I

. anal_y_~is. o~ data ~·eveal_ed a·. g~ne_ral sur'plus ·of. te~ch~/.. ·

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_. ^{6·, 600} _l''

app1i~tions

_. ^were _{• .. '}

~-e~eived

_.

.

^forl-569. _{. •}

·vaca~cies

^for

. .. . " \ . • ' • j

·.teachers and admiri\str~tors between September 1, 1985 and

. ~. '

.· • ' . ' * - .

~-August 31, ,1986. On the other hand, a shortage was evident

I ' • ~ ' ' - , • - t

1

in

edUc~~~th~r:PY

and potential sliOi"tagej in

gui~nce

and muslc~ . . , . / . . .

. - . J, . .

The findings. of-this .study strting1y .s~ggest ~hat .the ··

teache·r workforce is a dynamic _.

enter~rise

_{. . \}

~

_'·.

Con~lder~ble

_{. : ; .} ^.. _. ^,.:

' • ' •. 't \ ' ' •• < . • • '

took 'place between.schools, d~str~cts

·' ~. . . .

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and pro~(n6e~ p6tentia ·- c~eatin~ jobr for -those ·~ot in· ~he

'

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workforce.

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The_: study found that . t.here · wefe. vacancies in cl11. r~gioils . ,

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' rates bei'ng· in communi,t'i_es ~i th

a

^'popu1~t-ion of le~s=-s=--'. t""ht:"a""'n=--:-.-.-~'-,--:---

SQQ. It.was found t.hat

d~n{and

wa$ .. highest in

Labrad~r (i5.a

percent), the. most isolated -r~g"ion ^{of the} _P~ovince ^o

. • I

. It was found that school,districts were-seeking both

• • • • 1 ' • • •• ~

generaiist and sptlt:ialist

empioyee~> .

^{. Demand}

w~s

^{. . greatest}

. for ed~at·~on~l t~erapis_ts· ^·<53· ·pe_~cent) and ·French··. Immer~i~n

• - f • ' • -~ .·

teachers ( 44 o fj '·perc·en~), while li_ttle ·demand was· experienced

... ' . - ^' . ^'

.

^{. . ' . . .. ~}

for~dministrators· (3o2 p~r~'ent> < ' ·

Fem4tfs comprised ·th7 m~jority _of-,teachers hired

. . . . . • . 1-ft

males. comprised the majority _.

- ot'

adminitltratot:s

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·' ~- percen_t of !\~w employees had no university de~ree ~nd •i9ht ^c.}•.

,...

^. .

'l'he med~_pn.

pe~c~~t had at ·l~ast a

· '-· . r i

educational .experi,nce

Master's degr~.

• • • t

fc:>r a.lf new' employees was t~o year.s ..

, ^{' ;}

found that 41.5 percent of -new employees

~ ^. ~ ^{I '· \ •}

teaching

at

^'the\ time and . 22 •. 7 .percent.;

. I -.._1 .

ca~e 'direc~ly

^from

Membria~Unive .rs'ity". Tea~hers/w~r~ ·hi-~ - ~d

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. FJ._nally, ^·~ tl was

. . .

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·' hired w~re already

oth~r

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from other teache~~~ai~ing institutlons, from.other educati_ona;

i~~ti tut- -i-6~-~

^OJJtsidef th.e · J?rovince ,·,

occupations,. And·

ti' om

the ·r~nks of the

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: .·ACKNOWLEDGEMENTS ^; \,

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t . The wr i"te~ wishes . to exptes·s his· appreciation ta Dr.

. • I

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~

o~~riis . Tresla:~ ,'~s ~pek.is.o~,

^('for

~is ·

^·guidance and

constructive criticism. ttiroug'no.~t the · master's ,program. -~

rrp·

Dr. Hubert

Kitchen~

^{a· since:}

t~~nk-ya:u .

for providing

..2,/

. . - . I . .,,;. .

~ --~-

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di~-~c~~on

^{a11d .}J?urpose ..

·to_.m~ . cou~se

^{of ;.stud.Y.· . . : ·}

~ .

~'· ~r

^{•. _}

Gr.atef~ . appreciati.~n i~xpres~~d

to Dr •. Boyce F;_ad$h.am · ·

~

^·\

. ' t . •

'fpr chalie'nging .~e '~0 pursue a worthwhi~e _.and. comprehens~ve

.

. .

^·

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^{:. . .}

..

^{. .}

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^{. .}

.thes~s t?p1.c •. , Al~o, ~very speci,al_ thanks_ l.S. exp~essed to ·

:.trr=r

.Ter'#y Boak ~-- D~·-' ^r'reder ick 'Aldrich -and Professor Jeffrey

'

^{.. . ·,}

^{.. ..}

^{. ·,: . . . ·: .· ..}

,

^{~- . . .}

Bu.lcock for 'their· ·-encouraqement.: .. and advice •

. . ...

. ,

' ^{. .} :

· · -.~he wr i t'~r- ·~auld l~ke to. express appreciat~C?n .to special

. ' . .

.

.

^{.., ..}

friends _{. .,.} ~r. Lenora Perry Faga~, Barbara ~opkins, Sam McGrath ^.1

~nd

^.Shei·la Ander·son. The-ir·

compa~~ship too~· t~is ,

^wo-rk

:beyon~ the level of an ~cademic exercis~.~

·- ...

-·

. .

^{~.: ·}

.Special mention is made to all superintendent·s,

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. ~~-~i.stant· super intenden_tJ and atl· ot~er.s· whose· particip_atiory

·

~n.~

·cooperation

d~r

^{ing a·n.}

e~remely

^·busy

tim~

^{of the· s'chool}

. . ·. . . 4' . . .

.. year tieiped make this ~udy PC!~slble.

: Final-ly, to

my wif~ -~

^:NCen,.,a

_sp~cial

and heartfelt

than~-you for her -~ncouragement, ·understanding arid patience·

t,._~~ughou t_ t~e . pro~·r am.

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INTRODUCTION .• : • ·. • • • • • .- .• • • • • . •. • • . • ·1·

St~Je~~·nt --~~

^the

Pro~~"em

^:·. • • • • . • . • . •. . • • .

~

^4.

.

The.Jreti.ca~ . F~~mew~~k

^{. • • ·}. • • • • • . ... ^{• . ' 7}

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·

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_. .sigfif:i?~-nce . ~f- ^tile -~t:·uay_._··

. .• · • · •• .••••• _ ..

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Del1mitations. • • • • -.. .- • • • .• • • . 1'6

. I .: . . , . . -

· · Limitations • • • • • • ·• .- • • . • • . ~ 17 Asshmptions • • • • - • · • • • •

~

^{• . • • 18}

•oetfnitiqn of .Ter •

~

., , ' • • • • • , .

or9an~i~ation o~

^{} \}

Study~:·

• • • • •

~

^{• • •}

lQ

'

20

. ··II ^o. /REVIEW' OF THE LITERATURE 'AND RELATED RESEARCH

·

Dyn(mic~

^{of the .Teacher}

Labo~r' M~:rket

^{,;·. •· • 22. -}

'. . .

\

^{. '}

Lit rature ~elated to_\ Teacher Supply

,I

^{a~d~emand _ .-_. ~ ~~ • • .} • • •• • • • •. • • 23' H"stotical Per•p~cti~es (1900~1969) • • • • 23

' . ·. .

'\-

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rrent ~ersp~ctives (i970~1985) · · . • . • ~ . •26

' ' . ' .

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^{. '}

united States .. · • \ . • • • .• • • • • • 27 C~nada

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· · '

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·

t

New_foundl~nd ·and Labfa~or • • • • • • • 33

.. . · .Fi.,crrs •. Affecting

Te~cher

Demancj and Supply 36

31~

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Enrolment ·characteristics • • •

' • I .

Teache~ .

workforce Charadter

i~t

^{.. ics _; • ·}

~

• . . . I . .. .

Cha~cter ~s~~~ o~. ~~terti~l ~~a~her~

• . • Polley I.n1t-1at1ves • • ^{o • o • • • • • • • •}

.I . ' -·.

, Econorn·ic Cqnditions ·. • • • • • • • • • • • D

' .

.

The Relationship ~etween Demand and·Supply

' ~ .

Dyriam.tc · Equili'bri'um • • . ..· .•

'

^{Surpl~ses·and :·}

Summary· •.• .

. .

.

^~

. .

• .. . . . .

. . .

^•..

.

Page

.) ^{. .('.~}

^{. .}

37

·38

39

40 41

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42

^{. . . . . . . '}

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111.· METHODOLOGY. _{• •} ^{• ! .}... ;.... • ... • • • 0 • •

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Popula~ion ·

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Development .of.: .th~e Instr~ment • ·•

. . . . ^- .

,/.(

.. . . . . ^,

Validity

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Method of ~a ta ·Analysis • • • • • • •. . ... • • • 56

·-"'tl: PRESENTATION Aifp INTERPRETATION OF DATA

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Satisfaction with Teachers and Admi~istrators

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SUMMARY, FINDINGS, . C(>NCLPS.lONS ^I AND .REqOMMENDATIONS • • • • • •

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Findings .• · _{• • •} Conclusions

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Bibliography '

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App~ndi:x A: Support Documentation

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Appendix. B: ·survey Instrument i _ .• . . . 157

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Appendix/ E: CrQss· Reftrl;!nce of· Re~earch· . . .

Qu~-t'i.ons ~ith the· Instrument ( 2.). Question·s •• ·171

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