Graduate Thesis Or Dissertation
 

An examination of the relationships between morale and teaching faculty participation in institutional governance on collective bargaining and non-collective bargaining California public community college campuses

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  • The purpose of this study was to gather participant/ campus data, and to measure morale and teaching faculty participation in institutional governance on the 107 California public community college campuses to determine if collective bargaining faculty have statistically higher or lower morale and greater or lesser participation in institutional governance. In doing this, it was also an objective to determine whether morale and participation were significantly related to one another, or to participant/ campus data, or to collective bargaining in order to originate a theory which would predict the establishment of collective bargaining. The Purdue Teacher Opinionaire was used to measure morale and the Questionnaire on Faculty Participation in College and University Government was used to measure faculty participation in institutional governance. The results were compiled and analyzed using two one-way ANOVAs, Chi-Square Analysis, and Multiple Regression. With a random sample of 424 full-time teaching faculty and a return of 297 questionnaires, or 70.05 percent, the following conclusions were reached using the .05 significance level: 1. Morale of collective bargaining teaching faculty was reported as less than those who were not under collective bargaining, although the difference was not statistically significant, so no conclusions could be drawn. 2. Faculty participation was reported as slightly higher by faculty who had entered into a collective bargaining contract, although the difference was not statistically significant, so no conclusions could be drawn. 3. There was a moderate relationship between morale and participation in governance, and although there was a higher correlation for collective bargaining respondents, the difference was not statistically significant and no conclusions could be drawn. 4. The teaching areas of community service and developmental/remedial/ABE were related to collective bargaining. Both of these results may have been factors of location, however, rather than causal. The multi-campus districts were much more likely to be organized for collective bargaining. 5. No predictive theory was warranted regarding collective bargaining since the relationship between morale and participation in governance was statistically nonsignificant. The conclusions of this study did not indicate any clear benefits to organizing for collective bargaining because the data were statistically non-significant.
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