a thesis submitted in partial fulfillment...

A STUDY OF THE POLITICAL AND EDUCATIONAL IDEOLOGIES

OF TEACHERS AND THEIR RELATIONSHIP TO VOTING BEHAVIOUR

IN PROVINCIAL AND SCHOOL BOARD ELECTIONS

Neil Stuart

B.Sc., University of British Columbia, 1975

A THESIS SUBMITTED IN PARTIAL FULFILLMENT

OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS (EDUCATION)

in the Faculty

of

Education

@ Neil Stuart 1984

SIMON FRASER UNIVERSITY

June, 1984

All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy

or other means, without permission of the author.

APPROVAL

Name : Neil Stuart

Degree : Master of Arts (Education)

Tit le of Thesis: . -. A Study of the Political and Educational Ideologies of Teachers and Their Relationship t o Voting Behaviour in Provincial a n d School Board Elections

Examining Committee

Chairperson: R . 14. Marx

N . Robinson Senior Supervisor

P . Coleman Associate Professor

J . Andrews Professor Educational Administrati on and Higher Education University of British Columbia External Exami ner

Date approved September 1 1 , 1984

PARTIAL COPYRIGHT LICENSE

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wi thout my w r i t t e n permission,

T it l e o f Thes i s/Project/Extended Essay

A Study o f t h e P o l i t i c a l and Educat ional I d e o l o g i e s o f Teachers

and T h e i r R e l a t i o n s h i p t o Voting Behaviour i n P r o v i n c i a l and

School Board E l e c t i o n s

Author: - -

(s ignature)

Neil S t u a r t

( name

(date)

ABSTRACT

A STUDY OF THE POLITICAL AND EDUCATIOSAL IDEOLOGIES

OF TEACHERS AND THEIR RELATIONSHIP TO VOTTJG BEHAVIOUR

IN PROVINCIAL AND SCHOOL BOARD ELECTIONS.

The problem undertaken in this study was twofold: (1) to investigate

the relationship between the educational ideologies and political

ideologies of a random sample of teachers in the Vancouver school

district, and (2) to examine the relationship between the educational and

political ideologies of these teachers and their voting behaviour in the

1972, 1975, and 1979 provincial elections and in the 1980 Vancouver school

board 'election. Demographic information was also examined for

relationships with the above variables. Data were obtained from 202

respondents to a three part questionnaire mailed to a stratified random

sample of 500 teachers residing in Vancouver, British Columbia. Data were

analysed using appropriate parametrip and nonpararnetric statistics.

The Educational Scale VII developed by Kerlinger was used to measure

educational ideology along the two dimensions traditionalism and

progressivism. The Political Ideology Scale developed by Kornberg was

used to measure political ideology in terms of left/right political

orientations. Certain demographic information was also examined for

relationships with educational ideology, politJ.ca1 ideology and votin2

behaviour.

The results of the study showed that teachers who were progressive in

their educational ideology scores were leftist in rheir political

ideology scores. The voting preference of these teachers in the

provincial elections studied was predominantly for the Ne~i Democratic

Party and for the Committee of Progressive Eiectors (COPE) in the schocl

i i i

board election studied.

Teachers who were traditionalist in their educational ideology scores

were rightist in their political ideology scores. The voting preference

of these teachers was for the Social Credit Party in the provincial

elections and for the Non-Partisan Association (NPA) in the school board

election.

Few significant differences were found between the personal

characteristics of teachers and their educational ideologies, their

political ideologies or their voting behaviour.

"To l i v e e f f e c t i v e l y i s t o l i v e w i t h a d e q u a t e i n f o r m a t i o n . "

N o r b e r t Weimer

ACKNOWLEDGEMENTS

I express my sincere gratitude to Dr. Norman Robinson my

Senior Supervisor, for his advice, encouragement and patience

throughout this investigation. I also thank Dr. Peter Coleman

for consenting to serve on my committee and a sincere thanks is

expressed to Dr. Jupien Leung for his assistance in the computer

analysis of this study.

I would also like to thank the teachers in Vancouver who

took the time to fill out and return the lengthy questionnaire.

Finally, I would like to thank Anita, who married me

knowing I was committed to completing a Master's Degree and to my

friends, students and colleagues who expressed an interest and

offered encouragement and support during the time I worked on

this paper.

TABLE OF CONTENTS

PAGE CHAPTER

I THE PROBLEM ...................................... I . Introduction ............................

................ I1 . Statement of the Problem

............... I11 . Significance of the Study

IV . Overview of the Report .................. ..................... V . Definition of Terms

.......................... I1 BACKGROUND TO THE STUDY

I . Educational Ideology .................... ......... I1 . Political Ideology (Left/Right)

I11 . British Columbia's Political Context .... IV . Urban Political Context ................. V . Summary .................................

...................................... I11 METHODOLOGY

........................... I . Data Required

.............................. I1 . The Sample ......................... 111 . Instrumentation

A . Education Scale VII ............ B . Political Ideology Scale ...... C . Demographic Data ...............

.......................... IV . Data Treatment

...... A . Incomplete Questionnaires

B . Computer Analysis .............. ........................ C . Summary

vii

CHAPTER PAGE

................ I V FINDINGS. ANALYSIS AND DISCUSSION

.............................. I . Background

I1 . The R e l a t i o n s h i p Between t h e E d u c a t i o n a l

I d e o l o g i e s and P o l i t i c a l I d e o l o g i e s of a

Random Sample o f T e a c h e r s i n t h e Vancouver

......................... School D i s t r i c t

A . I n t r o d u c t i o n ................... B . A n a l y s i s o f Subproblem 1 ....... C . F i n d i n g s ....................... D . D i s c u s s i o n ..................... E . A n a l y s i s o f Subproblem 2 ....... F . F i n d i n g s ....................... G . D i s c u s s i o n .....................

I11 . The R e l a t i o n s h i p Between t h e E d u c a t i o n a l

and P o l i t i c a l I d e o l o g i e s of These T e a c h e r s

and T h e i r Vot ing Behaviour i n t h e 1972.

1975 and t h e 1979 P r o v i n c i a l E l e c t i o n s

and t h e 1980 Vancouver Schoo l Board

................................ E l e c t i o n

................... . A I n t r o d u c t i o n

....... B . A n a l y s i s of Subproblem 3

....................... . C F i n d i n g s

..................... . D D i s c u s s i o n

E . A n a l y s i s o f Subproblem 4 ....... ....................... . F F i n d i n g s

..................... G . D i s c u s s i o n

v i i i

CHAPTER

....... Analysis of Subproblem 5

Findings ....................... ..................... Discussion


Findings ....................... ..................... Discussion


Findings ....................... Discussion .....................

.......................... V SUMMARY AND CONCLUSIONS

................................. . I Summary

............................. I1 . Conclusions

............. APPENDIX A The First Followup Letter

............ APPENDIX B The Second Followup Letter

..................... APPENDIX C The Questionnaire

.......... APPENDIX D Please Check and Return Card

..................................... BIBLIOGRAPHY

PAGE

89

89

90

90

97

97

99

99

125

133

133

136

145

147

149

160

162

TABLE

LIST OF TABLES

PAGE

1 Representatives Elected by Less Than 50% of Total

............ Votes Cast in Recent Provincial Elections 23

2 The Number of Legislative Seats held by the Major

............... Provincial Parties in Recent Elections 25

.... 3 Table of Elected School Board Candidates by Party

4 Chi Square Test of Sample Proportions with Population

Proportions in Terms of Gender ....................... 5 Chi Square Test of Sample Proportions with Population

............... Proportions in Terms of Age Categories

6 Pearson Correlation Between Traditional ESVII Scores

............. and Progressive ESVII Scores of Teachers

7 Pearson Correlation Between KPIS of Teachers and

Traditional ESVII Scores and Progressive ESVII Scores

of Teachers .......................................... 8 t Test of Significant Differences of Heans on

Traditional ESVII Scores by Gender ................... 9 t Test of Significant Differences of Neans on

................... Progressive ESVII Scores by Gender

10 t Test of Significant Differences of Means on

KPIS by Gender ....................................... 11 Pearson Correlations Between the Traditional ESVII,

Progressive ESVII and KPIS of Teachers and Selected

Personal Characteristics of Teachers ................. 12 One Way Analysis of Variance and Test of Significant

Difference of Means on Traditional ESVII Scores by

Age .................................................. X

PAGE

One Way Analysis of Variance and Test of Significant

Difference of Means on Progressive ESVII Scores by

Age .................................................. 57


................... Difference of Means on KPIS by Age 5 8



Religion ............................................. 5 9



............................................. Religion 6 0


.............. Difference of Means on KPIS by Religion 6 1



..................................... Career Placement





Difference of Means on KPIS Scores by Career

Placement ............................................ Provincial Party Voted For by the Sample of Vancouver

Teachers in the 1972 Provincial Election ............. Percentage Comparsion of Teachers1 Voting Orientation

and General Electorate's Voting Orientation in the 1972

Provincial Election in Vancouver's Electoral Districts

xi

TABLE

P r o v i n c i a l P a r t y Voted For by t h e Sample o f Vancouver

............. T e a c h e r s i n t h e 1975 P r o v i n c i a l E l e c t i o n

P e r c e n t a g e Comparison o f T e a c h e r s ' V o t i n g O r i e n t a t i o n

and G e n e r a l E l e c t o r a t e ' s Vo t ing O r i e n t a t i o n i n t h e 1975

P r o v i n c i a l E l e c t i o n i n Vancouver ' s E l e c t o r a l D i s t r i c t s

P r o v i n c i a l P a r t y Voted For by t h e Sample o f Vancouver

............. T e a c h e r s i n t h e 1979 P r o v i n c i a l E l e c t i o n

P e r c e n t a g e Comparison o f T e a c h e r s ' Vo t ing O r i e n t a t i o n

and G e n e r a l E l e c t o r a t e ' s Vo t ing O r i e n t a t i o n t h e 1979

P r o v i n c i a l E l e c t i o n i n Vancouver ' s E l e c t o r a l Distr icts

One Way A n a l y s i s o f V a r i a n c e and T e s t o f S i g n i f i c a n t

D i f f e r e n c e o f Means on T r a d i t i o n a l ESVII S c o r e s by

P a r t y Voted F o r i n t h e 1972 P r o v i n c i a l E l e c t i o n ...... One Way A n a l y s i s o f V a r i a n c e and T e s t o f S i g n i f i c a n t

D i f f e r e n c e o f Means on P r o g r e s s i v e ESVII S c o r e s by

...... P a r t y Voted For i n t h e 1972 P r o v i n c i a l E l e c t i o n


D i f f e r e n c e o f Means on KPIS by P a r t y Voted For i n t h e

1972 P r o v i n c i a l E l e c t i o n ............................. One Way A n a l y s i s o f V a r i a n c e and T e s t o f S i g n i f i c a n t

D i f f e r e n c e o f Means on T r a d i t i o n a l ESVII S c o r e s by

P a r t y Voted F o r i n t h e 1975 P r o v i n c i a l E l e c t i o n ...... One Way A n a l y s i s o f V a r i a n c e and T e s t o f S i g n i f i c a n t

D i f f e r e n c e o f Means on P r o g r e s s i v e ESVII S c o r e s by

...... P a r t y Voted For i n t h e 1975 P r o v i n c i a l E l e c t i o n


PAGE

7 0

D i f f e r e n c e o f Means on KPIS by P a r t y Voted For i n t h e x i i

TABLE

3 3

1975 P r o v i n c i a l E l e c t i o n ............................. One Way Analys i s of Variance and T e s t of S i g n i f i c a n t

D i f f e r e n c e of Means on T r a d i t i o n a l ESVII Sco re s by

P a r t y Voted For i n t h e 1979 P r o v i n c i a l E l e c t i o n ...... One Way Analys i s of Variance and T e s t of S i g n i f i c a n t

D i f f e r e n c e of Means on P r o g r e s s i v e ESVII Sco re s by

P a r t y Voted For i n t h e 1979 P r o v i n c i a l E l e c t i o n ...... One Way Analys i s o f Variance and T e s t of S i g n i f i c a n t

D i f f e r ence of Means on KPIS by P a r t y Voted For i n t h e

1979 P r o v i n c i a l E l e c t i o n ............................. Percen t age Comparison of Teache r s ' Voting i n t h e 1980

Vancouver School Board E l e c t i o n w i t h Percen tage of

Genera l E l e c t o r a t e ' s Voting . . . . . . . . . . . . . . . . . . . . . . . . . . Teachers ' Vot ing Suppor t f o r COPE i n t h e 1980

Vancouver School Board E l e c t i o n ...................... Teachers ' Voting Suppor t f o r NPA i n t h e 1980

Vancouver School Board E l e c t i o n ...................... Teache r s ' Voting Support f o r TEAM i n t h e 1980

Vancouver School Board E l e c t i o n ...................... Teache r ' s Voting Suppor t f o r I n d i v i d u a l Candida tes i n

t h e 1980 Vancouver School Board E l e c t i o n ............. Vancouver E l e c t o r a t e Voting Support f o r I n d i v i d u a l

Candida tes i n t h e 1980 Vancouver School Board E l e c t i o n

Pearson C o r r e l a t i o n s Between T r a d i t i o n a l ESVII,

P r o g r e s s i v e ESVII and KPIS Sco re s of Teachers and

Teachers ' Voting O r i e n t a t i o n i n t h e 1980 Vancouver

PAGE

84

School Board E l e c t i o n ................................ x i i i

TABLE

43 C r o s s t a b u l a t i o n o f P r o v i n c i a l P a r t y Voted For i n 1972

by Age ............................................... C r o s s t a b u l a t i o n o f P r o v i n c i a l P a r t y Voted For i n 1975

by Age ............................................... C r o s s t a b u l a t i o n o f P r o v i n c i a l P a r t y Voted For i n 1979

by Age .............................................. C r o s s t a b u l a t i o n o f P r o v i n c i a l P a r t y Voted For i n 1972

by Gender ............................................ C r o s s t a b u l a t i o n o f P r o v i n c i a l P a r t y Voted For i n 1975



by L e v e l o f E d u c a t i o n ................................ C r o s s t a b u l a t i o n o f P r o v i n c i a l P a r t y Voted For i n 1975



by C a r e e r Placement .................................. C r o s s t a b u l a t i o n o f P r o v i n c i a l P a r t y Voted For i n 1975



by R e l i g i o n .......................................... C r o s s t a b u l a t i o n of P r o v i n c i a l P a r t y Voted For i n 1975

x i v

PAGE

100

101

102

103

104

106

107

108

109

110

11 1

112

113

TABLE

5 7

58

5 9

60

6 1

62

6 3

64

by Religion .......................................... Crosstabulation of Provincial Party Voted For in 1979

.......................................... by Religion


Difference of Means on COPE Voting Orientation by Age.


Difference of Means on TEAM Voting Orientation by Age.


Difference of Means on NPA Voting Orientation by Age..

t Test of Significant Differences of Means on COPE

Voting Orientation by Gender ......................... t Test of Significant Differences of Means on TEAM

......................... Voting Orientation by Gender

t Test of Significant Differences of Means on NPA

Voting Orientation by Gender ......................... One Way Analysis of Variance and Test of Significant

Difference of Means on COPE Voting Orientation by



Difference of Means on TEAM Voting Orientation by



Difference of Means on NPA Voting Orientation by



Difference of Means on COPE Voting Orientation by

............................................. Religion xv

PAGE

114

TABLE PAGE

68 One Way A n a l y s i s o f V a r i a n c e and T e s t of S i g n i f i c a n t

D i f f e r e n c e o f Means on TEAM Vot ing O r i e n t a t i o n by

R e l i g i o n ............................................. 127

69 One Way A n a l y s i s o f V a r i a n c e and T e s t of S i g n i f i c a n t

D i f f e r e n c e of Means on NPA Vot ing O r i e n t a t i o n by

R e l i g i o n ............................................ 128

70 Summary o f M u l t i p l e R e g r e s s i o n A n a l y s i s Using F a c t o r

S c o r e s t o P r e d i c t COPE Vot ing on S e l e c t e d V a r i a b l e s .. 129

71 Summary o f N u l t i p l e R e g r e s s i o n A n a l y s i s Using F a c t o r

S c o r e s t o P r e d i c t NPA Vot ing on S e l e c t e d V a r i a b l e s ... 130

xvi

CHAPTER I

THE PROBLEM

INTRODUCTION

The e d u c a t i o n a l s y s t e m c a n be u n d e r s t o o d a s a subsys tem o f a more

g e n e r a l p o l i t i c a l sys tem. The p o l i t i c a l n a t u r e o f t h i s i n s t i t u t i o n would

res t on a cont inuum n e a r t h e "less p o l i t i c a l " end o f t h e scale s i n c e t h e

e d u c a t i o n a l s y s t e m p r e s e n t s a n o r i e n t a t i o n t h a t is n o t p r i m a r i l y r e l a t e d

t o p o l i t i c s . Of a l l t h e c o n s e q u e n s e s t h a t f l o w from t h e a c t i v i t y of t h e

e d u c a t i o n a l s y s t e m , p o l i t i c a l consequences may n o t be t h e most i m p o r t a n t .

Yet, i t i s o b v i o u s some o f t h e a c t s o f t h e e d u c a t i o n a l s y s t e m have

i m p l i c a t i o n s f o r t h e p o l i t i c a l p r o c e s s ( Z e i g l e r , Tucker and Wi l son , 1977) .

A s members o f t h e p o l i t i c a l s y s t e m and t h e e d u c a t i o n a l s y s t e m , t e a c h e r s

have a complex r o l e . They a r e c i t i z e n s , p a r e n t s and v o t e r s i n t h e more

g e n e r a l p o l i t i c a l s y s t e m and have a r e s p o n s i b i l i t y t o p a r t i c i p a t e i n

e l e c t i o n s a t a l l l e v e l s o f government. A s e d u c a t o r s , t e a c h e r s have a

p a r t i c u l a r r e s p o n s i b i l i t y f o r t h e e d u c a t i o n o f t h e young. C i s t o n e (1972)

p o i n t s o u t :

The p o l i t i c a l s y s t e m and t h e e d u c a t i o n a l sys tem i n a democracy are h i g h l y i n t e r d e p e n d e n t . The p o l i t i c a l s y s t e m i s dependen t upon e d u c a t i o n t o i m p a r t t o i t s c i t i z e n s t h e knowledge and s k i l l s t h a t d e t e r m i n e t h e s o c i e t i e s e s s e n t i a l c a p a b i l i t i e s . E d u c a t i o n a l s o pe r fo rms o t h e r i m p e r a t i v e f u n c t i o n s t h a t are c e n t r a l t o t h e i n t e g r i t y and c o n t i n u i t y o f t h e p o l i t i c a l s y s t e m i n c l u d i n g t h e s o c i a l i z a t i o n o f y o u t h i n t o t h e p o l i t i c a l c u l t u r e and s e l e c t i o n and t r a i n i n g o f p o l i t i c a l l e a d e r s . A t t h e same time e d u c a t i o n i s dependen t upon t h e p o l i t i c a l s y s t e m , t h e a t t i t u d e s and s e n t i m e n t s o f p e o p l e toward e d u c a t i o n a r e shaped by t h e n a t u r e o f t h e p o l i t i c a l o r d e r . I t is t h e p o l i t i c a l s y s t e m t h a t d e t e r m i n e s t h e s c o p e and c h a r a c t e r of e d u c a t i o n , a l l o c a t e s i t s c o s t s and b e n e f i t s , and d e f i n e s t h e modes o f r e p r e s e n t a t i o n t h a t l i n k c i t i z e n s and e d u c a t i o n a l o f f i c i a l s ( p . 1 ) .

I f t h e s e v iews are v a l i d , i t is r e a s o n a b l e t o e x p e c t t h a t p o l i t i c s

and e d u c a t i o n a r e i n s e p a r a b l e . The t e a c h e r ' s r o l e i n t h e c l a s s r o o m may be

viewed a s a p o l i t i c a l one . T e a c h e r s may f o l l o w a t r a d i t i o n a l r o l e and 2

implement s t a n d a r d s and p r e s c r i b e d c o u r s e s o r t h e y may p r e f e r t o l e a d a

p r o g r e s s i v e r o l e and a d a p t material t o a n t i c i p a t e d n e e d s o f s t u d e n t s .

E i t h e r a p p r o a c h may be e x h i b i t i n g a p o l i t i c a l p r e f e r e n c e . Does a

r e l a t i o n s h i p e x i s t between t e a c h e r s e d u c a t i o n a l and p o l i t i c a l i d e o l o g y ?

The l e v e l o f committment t o a p e r s o n ' s o c c u p a t i o n may n o t o n l y c o l o u r

t h e i r a t t i t u d e b u t a l s o t h e i r p e r c e p t i o n o f t h e i r o c c u p a t i o n and t h e

e x t e n t t o which t h e o c c u p a t i o n i s f u n c t i o n a l i n m a i n t a i n i n g a n i n t e g r a t e d

P e r s o n a l i t y . To some p e r s o n s , t h e committment t o o c c u p a t i o n i s a major

component o f t h e i r i d e n t i t y . O t h e r s l o o k upon t h e i r o c c u p a t i o n i n a much

more c a s u a l f a s h i o n , v i ewing i t p r i m a r i l y as a moneymaking d e v i c e and n o t

s o much a p o r t i o n of t h e i r t o t a l l i f e s t y l e . I t would be e x p e c t e d t h a t a

c a s u a l committment t o o c c u p a t i o n i s less l i k e l y t o p roduce a c o h e s i v e s e t

o f v a l u e s . T e a c h e r s on t h e o t h e r hand a r e f i r m l y embedded i n t h e sys tem

h a v i n g gone from t h e c l a s s r o o m i n t h e s c h o o l t o t h e c l a s s r o o m i n t h e

u n i v e r s i t y and back t o t h e c l a s s r o o m i n t h e s c h o o l ( F l a n d e r s , 1980).

I f a r e l a t i o n s h i p e x i s t s between an i n d i v i d u a l ' s development o f

p o l i t i c a l i d e o l o g y and h i s / h e r l e v e l of e d u c a t i o n i t would be e x p e c t e d

t h a t a r e l a t i o n s h i p s h o u l d a l s o e x i s t between a n i n d i v i d u a l ' s development

o f a n e d u c a t i o n a l p h i l o s o p h y and h i s / h e r l e v e l o f e d u c a t i o n . A s t h e

c o n c e p t u a l i z a t i o n o f a n e d u c a t i o n a l i d e o l o g y and a p o l i t i c a l i d e o l o g y

d e v e l o p c o n c u r r e n t l y d u r i n g a n i n d i v i d u a l ' s s o c i a l i z a t i o n , and s i n c e

t e a c h e r s a r e a h i g h l y e d u c a t e d g roup w i t h i n s o c i e t y , i t s h o u l d be e x p e c t e d

t h a t a r e l a t i o n s h i p would e x i s t between t h e s e two v a r i a b l e s . A measure o f

p o l i t i c a l i d e o l o g y , when compared t o a measure o f e d u c a t i o n a l i d e o l o g y ,

s h o u l d e x h i b i t a c o n s i s t e n c y o f o v e r a l l p h i l o s o p h y . T e a c h e r s are

t y p i c a l l y h i g h l y i n f l u e n c e d , d i r e c t l y and i n d i r e c t l y , by a n e d u c a t i o n a l

e s t a b l i s h m e n t which i n c l u d e s t h e M i n i s t r y o f E d u c a t i o n , t h e s c h o o l b o a r d ,

3 t h e u n i v e r s i t i e s , t h e academic r e s e a r c h communi t ies , and t h e t e a c h e r ' s

a s s o c i a t i o n s ( F l a n d e r s , 1980) . Each o f t h e s e e n t i t i e s h a s a n i n t e r e s t i n

t e a c h e r s and c o n v e r s e l y t e a c h e r s a l s o have a n i n t e r e s t i n them. A s l o n g

as f i n a n c i a l s u p p o r t i s r e q u i r e d f o r s c h o o l s t h r o u g h t a x a t i o n , t a x p a y e r s

w i l l i n s i s t on t h e i r r i g h t t o i n f l u e n c e s c h o o l programs. I n o u r

democracy, i t i s o n l y t h r o u g h e l e c t e d r e p r e s e n t a t i v e s t h a t t h e t a x p a y e r s

c a n have t h i s i n f l u e n c e . The d i r e c t i n f l u e n c e i n t h e v o t i n g sys tem of

t h e s e i n t e r e s t g r o u p s is t h e s c h o o l board and t h e p r o v i n c i a l e l e c t i o n s .

It would b e e x p e c t e d t h a t a c o n s i s t e n c y i n o v e r a l l p h i l o s o p h y would

i n f l u e n c e a n i n d i v i d u a l s v o t i n g b e h a v i o u r as t h e y would l i k e l y v o t e f o r

t h e p a r t y p e r c e i v e d t o r e p r e s e n t t h e i r i n t e r e s t s i n a normal e l e c t i o n .

I n t h i s s t u d y a n a t t e m p t was made t o d e t e r m i n e t h e e x t e n t t o which

t e a c h e r s have deve loped a c o h e r e n t set of i d e o l o g i e s b o t h e d u c a t i o n a l l y

and p o l i t i c a l l y and t o d i s c o v e r i f t h e s e two i d e o l o g i e s are r e l a t e d .

C o n t i n g e n t on t h i s r e l a t i o n s h i p a n a t t e m p t was a l s o made t o d i s c o v e r i f a

r e l a t i o n s h i p e x i s t s between e d u c a t i o n a l and p o l i t i c a l i d e o l o g y and

t e a c h e r s ' p e r s o n a l c h a r a c t e r i s t i c s . An a t t e m p t was a l s o made t o compare

t e a c h e r v o t i n g p a r t i c i p a t i o n w i t h t h a t o f t h e g e n e r a l e l e c t o r a t e .

F i n a l l y , a n a t t e m p t was u n d e r t a k e n t o d i s c o v e r i f t e a c h e r s v o t i n g p a t t e r n s

i n t h r e e p r o v i n c i a l e l e c t i o n s and one s c h o o l board e l e c t i o n were r e l a t e d

t o p o l i t i c a l and e d u c a t i o n a l i d e o l o g y .

STATEMENT OF THE PROBLEM

The problem o f t h i s s t u d y was twofo ld : ( 1 ) t o i n v e s t i g a t e t h e

r e l a t i o n s h i p between t h e e d u c a t i o n a l i d e o l o g i e s and p o l i t i c a l i d e o l o g i e s

o f a random sample o f t e a c h e r s i n t h e Vancouver s c h o o l d i s t r i c t ; and ( 2 )

t o examine t h e r e l a t i o n s h i p between t h e e d u c a t i o n a l and p o l i t i c a l

i d e o l o g i e s o f t h e s e t e a c h e r s and t h e i r v o t i n g behav iour i n t h e 1972, 1975,

and 1979 p r o v i n c i a l e l e c t i o n s and i n t h e 1980 Vancouver s c h o o l board

election. The subproblems related to the study were:

SUBPROBLEV 1

To what extent do the educational ideologies (traditionalism

/progressivism) of teachers relate to the political ideologies

(left/right) of teachers?

SUBPROBLEM 2

To what extent do the educational and political ideologies of

teachers relate to teachers' personal characteristics?

- SUBPROBLEM 3

What was the pattern of teachers' voting behaviour in Vancouver's

five electoral disricts in the 1972, 1975 and 1979 provincial elections

and to what extent was this voting pattern congruent with that of the

general electorate?

SUBPROBLEM 4

To what extent were the educational and political ideologies of

teachers related to the voting behaviour of teachers in the 1972, 1975,

and 1979 provincial elections?

SUBPROBLEM 5

What was the pattern of teachers' voting behaviour in the 1980

Vancouver school board election and to what extent was this pattern

congruent with that of the general electorate?

SUBPROBLEM 6

To what extent were the educational and political ideologies of

teachers related to the voting behaviour of teachers in the 1980 Vancouver

school board election?

SUBPROBLEM 7

To what extent was the voting behaviour of teachers in the 1972,

1975, and 1979 provincial elections and the 1980 Vancouver school board

election related to personal characteristics of teachers? , .

The teachers' personal characteristics in Subproblem 2 were those

of age, gender, level of education, career placement and religion.

SIGNIFICANCE OF THE STUDY

The debate concerning the role of education is a complex one. One

element of this debate is the organizational structure of education, the

model for which may likely be influenced by the educational ideology of

the individual. A traditional or progressive ideology has implications

for the organizational structure and operation of education including the

perceived and actual role of educators. iStructurally, a traditional

educational organization is a hierarchical, authoritarian bureaucracy in

which the perecived role of participants is to act within the authority

assigned to its rank. The topdown assignment of authority designed to

control and coordinate, places the teacher in the role of compliant

implementer. The progressive approach, organizationally, delegates more

authority thus decentralizing control and placing the teacher in a more

autonomous role.

The traditional hierarchical model and the progressive professional

model are ideologies that provide norms of behaviour which guide the

conduct of members in relevant situations. The inconsistencies between

progressive and traditional ideology give rise to conflict between the

teachers' self concept of role and the actual role he/she is obliged to

play when introduced into environments which are incongruous

philosophically to their perception of role. These tensions are resolved

or reduced in two major patterns of accommodation and adaptation: (1)

teachers develop role concepts which are compatible with the demands of

the organization; ( 2 ) teachers affect the form of the organization and

influence modifications in its structure in a direction compatible with

6 their desires. The extent to which these ideological norms have been

internalized may have implications for the choice of conflict resolution.

The expression of conflict resolution is in the realm of politics. If one

responds conservatively, by compliance to the organization, that could be

viewed as a rightist political response. If one were to respond by

modifying or attempting to modify the structure of the environment, that

could be viewed as a leftist political response. If this relationship to

the environment is consistent for both political and educational ideology

and the ideological norms have been internalized by teachers, one could

expect that a relationship exists between these ideologies such that

traditionalism is related to rightist philosophy and that progressivism is

related to leftist philosophy.

There is reason to believe that school organizations today are being

influenced by both the political left and the political right which can be

seen in the

(Masson and

most school

participation of partisan groups in school board elections

Anderson, 1972). Hierarchical characteristics are observed in 'b .

organizations today. At the same time there is a growing

awareness that teachers and the teaching profession may be emerging from

what many consider a semi-professional state. Increasing recognition is

being given to the fact that teaching is a unique, essential social

service based on particular competentcies. This has evolved into the

requirement of longer periods of specialized training resulting in the

improvement in the professional qualifications of teachers. In addition,

teachers are becoming more active in affairs concerning curriculum and

professional education and have formed, in many cases, tightly knit

professional associations. If progressivism is related to

professionalization and can be viewed as a drive for status and an escape

from lay control, positive steps toward this end have become apparent in

7 r e c e n t y e a r s . The g rowth of t e a c h e r s ' p r o g r e s s i v i s m t h u s c h a l l e n g e s t h e

t r a d i t i o n a l i d e o l o g y o f l a y c o n t r o l and t h e h i e r a r c h i c a l s t r u c t u r e of

e d u c a t i o n a l o r g a n i z a t i o n .

The t r e n d toward i n c r e a s e d p o l i t i c a l p a r t i c i p a t i o n i n e d u c a t i o n w i l l

pose p rob lems f o r a l l c o n c e r n e d . The t r e n d t o i n c r e a s e t h e h i e r a r c h i c a l

f e a t u r e s o f t h e s c h o o l s w i l l c o n f l i c t w i t h t h e p r o f e s s i o n a l o r i e n t a t i o n o f

t e a c h e r s . The hope o f t h i s s t u d y is t h a t a n u n d e r s t a n d i n g o f t h e e x t e n t

and n a t u r e o f e d u c a t o r s ' committment t o e d u c a t i o n w i l l p r o v i d e a f rame o f

r e f e r e n c e f o r t e a c h e r s and o t h e r s i n t e r e s t e d i n t h e r o l e o f e d u c a t i o n i n

s o c i e t y . From t h i s , p e r h a p s a model may be c o n c e p t u a l i z e d which

r e c o n c i l e s t h e b e s t o f t r a d i t i o n a l i s m and p r o g r e s s i v i s m i n a sys tem of

p o l i t i c a l p a r t i c i p a t i o n t o t h e b e n e f i t o f o u r y o u t h .

OVERVIEW OF THE REPORT

I n t h e f i r s t c h a p t e r t h e problem and t h e subprob lems have been s t a t e d

and a rguments have been advanced t o s u g g e s t t h e s i g n i f i c a n c e o f t h e s t u d y .

C h a p t e r 2 i s t h e background t o t h e s t u d y r e l a t i n g t o t h e c o n t e x t o f t h e

problem. C h a p t e r 3 o u t l i n e s t h e r e s e a r c h methodology employed i n t h e

s t u d y . C h a p t e r 4 i s d e v o t e d t o a n a n a l y s i s o f t h e subprob lems o f t h e

s t u d y . C h a p t e r 5 c o n t a i n s a summary o f t h e f i n d i n g s w i t h a s t a t e m e n t of

t h e c o n c l u s i o n s and i m p l i c a t i o n s f o r f u r t h e r r e s e a r c h .

DEFINITION OF TERMS

EDUCATIONAL IDEOLOGY

Educational Ideology refers to teachers' perspectives on two

fundamental viewpoints on education which can be labelled as

11 progressivism" and "traditionalism".

In operational terms, "progressivism" and "traditionalism" are

measured by teachers' responses to the progressivism and traditionalism

scales of Kerlinger's (1967) Education Scale VII (ESVII).

TRADITIONAL IDEOLOGY

A traditional approach to education favours formalism which casts the

teacher as a compliant implementer in a hierarchical, authoritarian system

which values standards of achievement, individual competition and good

behaviour in a teacher-centred classroom where planned activities are

conducted in a systematically ordered programme of studies. It is

politically conservative and moralistic with the emphasis on conformity

and tends to attract a static and closed model of resources and

pessimistic attitudes toward the equitable redistribution of resources

through programmes of institutional reform (Young, 1980).

PROGRESSIVE IDEOLOGY

A progressive approach favours an active, exploratory, and autonomous

role for the student in pursuit of harmonious development of his idealized

"needs". There is an emphasis on egalitarianism and the view that the

student is responsible for his own actions and capable of independent

thought and behaviour and the teacher is in the role of facilitator. It

is politically liberal with the emphasis on human rights and tends to view

distributable wealth, and educability as capable of almost limitless

growth (Young, 1980).

2. POLITICAL IDEOLOGY

Political ideology is viewed as a dichotomous spatial model of a

leftist ideology and a rightist ideology at opposite extremes of a

unidimensional leftlright continuum.

LEFTIST IDEOLOGY

A leftist ideology is based on the fundamental principle of

egalitarianism. The existence of a strong central government is necessary

to ensure the implementation of an equal distribution of resources.

An operational definition of a left ideology would be indicated by a

low score on Kornberg's political ideology scale (KPIS).

RIGHTIST IDEOLOGY

A rightist ideology is based on the fundamental principle of

individual competition. Government should be kept to a minimum in all

respects and distribution of wealth should be left to enterprising

individuals.

An operational definition of a rightist ideology would be indicated

by a high score on Kornberg's political ideology scale (KPIS).

VOTING BEHAVIOUR

Voting behaviour refers to the manner (i.e. for what party, for what

individuals) individual respondents remembered casting their ballots in

the election studied.

COPE VOTING ORIENTATION

Cope voting orientation refers to an individual respondent's

preference for COPE candidates in the 1980 Vancouver school board

election.

NPA VOTING ORIENTATION

NPA voting orientation refers to an individual respondent's

preference for NPA candidates in the 1980 Vancouver school board election.

TEAM VOTING ORIENTATION

TEAM voting orientation refers to an individual respondent's

preference for TEAM candidates in the 1980 Vancouver school board

election.

CHAPTER I1

BACKGROUND TO THE STUDY

INTRODUCTION

T h i s c h a p t e r is concerned w i t h t h e p o l i t i c a l and e d u c a t i o n a l

env i ronments of t h e t e a c h e r s . E d u c a t i o n a l i d e o l o g y , i n t e r m s of

t r a d i t i o n a l i s m and p r o g r e s s i v i s m , is c h a r a c t e r i z e d by s e v e r a l prominent

i n d i v i d u a l s t h a t have been major i n f l u e n c e s i n e d u c a t i o n i n B r i t i s h

Columbia ' s r e c e n t h i s t o r y . The l e f t / r i g h t c o n c e p t of p o l i t i c a l i d e o l o g y

i s a l s o d i s c u s s e d . F i n a l l y t h e p o l i t i c a l c o n t e x t a t t h e p r o v i n c i a l and

m u n i c i p a l l e v e l s i s d e s c r i b e d .

EDUCATIONAL IDEOLOGY

The B r i t i s h ( i n l u d i n g E n g l i s h , S c o t t i s h , and Welsh) h e r i t a g e of many

e a r l y Canad ians formed t h e "mainstream" c u l t u r e of Canadian s o c i e t y and

c o n s t i t u t e d t h e background a g a i n s t which t h e p u b l i c e d u c a t i o n sys tem w a s

b e i n g model led (Barman, 1980) . B r i t i s h i m m i g r a t i o n r e a c h e d i t s peak i n

t h e f i r s t d e c a d e s of t h e t w e n t i e t h c e n t u r y , and w h i l e most i n d i v i d u a l s

c o n t i n u e d t o s e t t l e i n O n t a r i o , w e l l o v e r a t h i r d headed wes t (Reyno lds ,

1935). The h i s t o r y of a f o r m a l e d u c a t i o n i n t h e " t r a d i t i o n a l f t B r i t i s h

s c h o o l s was s o c o m p e l l i n g t h a t p r i v a t e b o a r d i n g s c h o o l s a p p e a r e d i n

B r i t i s h Columbia t h a t were d i r e c t r e p l i c a t i o n s , founded, as one p r o s p e c t u s

emphasized, t o f a c i l i t a t e growing up B r i t i s h i n B r i t i s h Columbia (Calam,

1962) . One s u c h s c h o o l , t h e Vernon P r e p a r a t o r y S c h o o l , f l o u r i s h e d from

1914 t o 1946 and f i n a l l y c l o s e d i t s d o o r s i n 1972. For many t e a c h e r s i n

t h i s p r o v i n c e t h e t r a d i t i o n a l t e a c h e r - c e n t r e d B r i t i s h sys tem o f e d u c a t i o n

h a s been a major p h i l o s o p h i c a l r e f e r e n c e .

A second dominant e d u c a t i o n a l i d e o l o g y f o r t e a c h e r s emerged d u r i n g

t h e f i r s t t h i r t y y e a r s o f t h i s c e n t u r y which became t h e c o u n t e r v a i l i n g

p h i l o s o p h y t o t r a d i t i o n a l i s m . The p r e o c c u p a t i o n w i t h i n d u s t r i a l i z a t i o n

1 2 i n f l u e n c e d t h e s o c i a l model a s r e f l e c t e d i n t h i s s t a t e m e n t by H. L. Mazer,

a Langley h i g h s c h o o l p r i n c i p a l i n 1930 (B.C. T e a c h e r , May, 1930, p .9 ,

c i t e d i n Dunn, 1980) .

A young l i f e p r o p e r l y ' f i t t e d i n t o ' t h e n i c h e o f i n d u s t r y t o which i t n a t u r a l l y b e l o n g s wears soon i n t o a n i n t e g r a l and smooth ly f u n c t i o n i n g cog of i n d u s t r i a l and s o c i a l p r o g r e s s . It r e q u i r e s no a d j u s t i n g , no o i l i n g , no r e f i n i n g . Improper ly ' f i t t e d i n t o ' as i s o f t e n t h e c a s e . . . t h i s young l i f e becomes a s l a s h i n g g e a r , a l o o s e b o l t , t h a t soon must d r o p i n t o t h e d i s c a r d of unemployment. O r worse s t i l l , i t t h r e a t e n s and impedes i n d u s t r i a l and s o c i a l p r o g r e s s , and t h e r e b y t h e peace of mind and w e l l - b e i n g o f t h e whole n a t i o n a l l i f e ( p . 2 3 ) .

" E f f i c i e n c y " w a s c o n s i d e r e d a panacea f o r t h e s o c i a l i l l s o f t h e t i m e

and was a p p l i e d t o p u b l i c s o c i a l p o l i c y which i n c l u d e d r e s t r u c t u r i n g

p u b l i c s c h o o l s . Reformers , i n c l u d i n g p o l i t i c i a n s , bus inessmen, t e a c h e r s ,

s c h o o l a d m i n i s t r a t o r s , a n d community s e r v i c e p e o p l e c l a i m e d t h a t mass

p u b l i c s c h o o l i n g was t h e most p o t e n t v e h i c l e t o d e a l w i t h t h e c o n s i d e r a b l e

s o c i a l and economic u n r e s t t h a t accompanied i n d u s t r i a l c a p i t a l i s m (Pa lmer ,

1975) . To t h e c o n s t e r n a t i o n of t h e r e f o r m e r s , t h e i r t a s k was n o t a n

e a s y one . B r i t i s h Columbia ' s p o p u l a t i o n i n c r e a s e d seven f o l d , i n i t i a t e d

by t h e Klondike Gold Rush o f 1898, t o a t o t a l p o p u l a t i o n of 694,263 by

1931 (Census o f Canada, 1 9 3 1 ) . E x p l o i t a t i o n of c h i l d l a b o u r , s h o r t a g e of

t r a i n e d t e a c h e r s , non-s tandard c u r r i c u l u m , t r u a n c y , f i n a n c i a l s u p p o r t ,

s c a t t e r e d r u r a l d i s t r i c t s , r e l u c t a n t p a r e n t s , and i n t o l e r a b l e c l a s s r o o m

c o n d i t i o n s were t y p i c a l problems o f t h e e a r l y r e f o r m e r s (Dunn, 1980) .

However, t h e i d e a o f r e f o r m and r e v i s i o n t o d e s i g n a s c h o o l sys tem t o

e q u i p y o u t h f o r c i t i z e n s h i p i n a n i n c r e a s i n g l y complex s o c i e t y was f i r m l y

e s t a b l i s h e d (Dunn, 1980) .

Even b e f o r e 1930 a "new e d u c a t i o n " was b e g i n n i n g t o d e v e l o p ,

a c h i l d - c e n t r e d p h i l o s o p h y committed t o t h e development of t h e worth o f

e a c h i n d i v i d u a l c h i l d .

13 The c a r e e r s of George M. Weir and H e r b e r t B. King, prominent

e d u c a t o r s i n t h e p r o v i n c e of B r i t i s h Columbia f rom t h e e a r l y 1920s t o t h e

mid 1940s , i l l u s t r a t e t h e development of a p r o g r e s s i v e e d u c a t i o n (Mann

1980) . Of t h e two men G . M. Weir was undoubted ly t h e more i m p o r t a n t and

i n f l u e n t i a l i n s h a p i n g t h e c o u r s e o f e d u c a t i o n a l development i n t h e

p r o v i n c e . A s a n e a r l y f a c u l t y member i n e d u c a t i o n a t t h e U n i v e r s i t y o f

B r i t i s h Columbia and l a te r M i n i s t e r of E d u c a t i o n d u r i n g t h e c r i t i c a l

d e p r e s s i o n y e a r s from 1933 o n , h e was r e g a r d e d as t h e p r o v i n c e ' s most

a u t h o r i t a t i v e v o i c e on t h e t h e o r y and p r a c t i c e o f p r o g r e s s i v e e d u c a t i o n .

I n 1924 when t h e B. C. L i b e r a l government o f John O l i v e r made t h e

d e c i s i o n t o commission a s u r v e y of t h e p r o v i n c e s e d u c a t i o n a l sys tem, G. M.

Weir and J . H. Putman, s e n i o r i n s p e c t o r o f t h e Ot tawa s c h o o l s , a l e a d e r i n

t h e c h i l d s t u d y movement and a s t r o n g a d v o c a t e o f j u n i o r h i g h s c h o o l s ,

were chosen t o head i t .

The s u r v e y was a comprehensive melange of many of t h e c u r r e n t l y h e l d

e d u c a t i o n a l t h e o r i e s o f t h e t i n e which f e l l u n d e r t h e r u b r i c of

p r o g r e s s i v e e d u c a t i o n . Al though t h e s u r v e y was a n t i - t r a d i t i o n a l i s t ,

condemning r e a c t i o n a r i e s o r u l t r a - c o n s e r v a t i v e s as s t a n d i n g i n t h e way of

e d u c a t i o n a l p r o g r e s s , i t is e s s e n t i a l l y a c o n s e r v a t i v e document. Putman

and Weir e s t a b l i s h e d a t t h e o u t s e t t h a t t h e y w e r e opposed t o r a d i c a l i s m i n

e d u c a t i o n and l a b e l l e d t h e m s e l v e s p r o g r e s s i v e s , t h o s e e d u c a t o r s who saw i t

a s t h e i r d u t y n o t o n l y t o keep a b r e a s t of s o c i a l and i n d u s t r i a l e x p a n s i o n ,

b u t t o l e a d t h e way. T h i s was n o t t o imply , however , t h a t t h e s c h o o l s

s h o u l d make i t t h e i r t a s k t o r i d s o c i e t y o f i n j u s t i c e s and show t h e way t o

a new, b e t t e r o r r a d i c a l l y changed s o c i e t y . The most i m p o r t a n t r o l e f o r

t h e e d u c a t o r t o f u l f i l l w a s t h e age-old o n e o f m o r a l g u i d a n c e t o t h e

young.

14 The most i m p o r t a n t c o n c r e t e r ecommenda t ion made by t h e s u r v e y was f o r

t h e e s t a b l i s h m e n t o f t h e j u n i o r s e c o n d a r y s c h o o l . The b a s i c argument f o r

i t s a d o p t i o n was t h a t t h e d i v i s i o n o f s c h o o l i n g i n t o t h r e e segments ,

e l e m e n t a r y ( g r a d e s 1 t o 6 ) , j u n i o r s e c o n d a r y ( g r a d e s 7 , 8, and 9 ) , and

s e n i o r secondary ( g r a d e s 10, 11, and 1 2 ) c o r r e s p o n d e d t o t h e deve lopmenta l

s t a g e s of c h i l d h o o d and you th as e s t a b l i s h e d by psychology. The c h i l d and

h i s n e e d s a t e v e r y s t a g e of deve lopment w a s t o become t h e c h i e f concern o f

t h e t e a c h e r , n o t t h e s u b j e c t b e i n g t a u g h t , a l t h o u g h t h e e x p a n s i o n o f t h e

number of s u b j e c t s t a u g h t was c r u c i a l t o t h e r e s t r u c t u r e d sys tem a t t h e

j u n i o r s e c o n d a r y l e v e l . Not o n l y was t h e t r a d i t i o n a l c u r r i c u l u m t o be

o f f e r e d b u t a l s o commercia l s u b j e c t s , home economics , t h e manual a r t s ,

mus ic , a r t , and a g r i c u l t u r e i n r u r a l d i s t r i c t s , f o r i t w a s a t t h i s s t a g e

t h a t s t u d e n t s were t o be a s s i s t e d i n making v o c a t i o n a l c h o i c e s .

Putman and Weir t h o u g h t t h e c h i e f d e t e r m i n i n g f a c t o r was

i n t e l l i g e n c e . They w r o t e " g e n e r a l i n t e l l i g e n c e i s p e r h a p s t h e most

i m p o r t a n t , f o r i t is i n t h i s t h a t i n d i v i d u a l s d i f f e r most and most

s i g n i f i c a n t l y v (Putman-Weir, 1924, p. 3 5 9 ) . It s h o u l d be no ted t h a t

a l t h o u g h t h e emphas i s was on i n d i v i d u a l n e e d s , h e / s h e was viewed w i t h i n

t h e c o n t e x t o f s o c i e t y i n t h a t :

a n y w e l l rounded sys tem o f e d u c a t i o n , w h i l e emphas iz ing i n d i v i d u a l deve lopment , s h o u l d stress i n g r e a t e r d e g r e e t h e paramount d u t y and i m p o r t a n c e o f ha rmoniz ing s u c h development w i t h s o c i a l n e e d s and o b l i g a t i o n s . The development o f i n t e l l e c t f o r t h e s e r v i c e of o t h e r s a s w e l l as of s e l f . . . t h e a p p r e c i a t i o n of o n e ' s d u t i e s t o o n e ' s fellow-men and t h e body p o l i t i c - - t h e s e aims o f e d u c a t i o n a r e n e i t h e r ephemeral n o r o r n a m e n t a l (Putman- Weir , 1924, p. 3 8 ) .

It i s i n t e r e s t i n g t o n o t e t h a t t h e t o t a l e n r o l m e n t o f h i g h s c h o o l s o f

B r i t i s h Columbia a t t h e end of t h e 1 9 2 0 ' s was n o t more t h a n 12 p e r c e n t of

t h e t o t a l s c h o o l p o p u l a t i o n ( P r o v i n c e o f B r i t i s h Columbia, S e s s i o n a l

P a p e r s , 1927, 1928, 1929) .

1 5 Ag t h e d e p r e s s i o n deepened and B r i t i s h Columbia ' s e x p o r t economy

s u f f e r e d s e v e r e l y , p u b l i c a t t e n t i o n once a g a i n f o c u s s e d on s c h o o l s .

Munic ipa l c o u n c i l s , r a t e p a y e r s ' a s s o c i a t i o n s , and c o n s e r v a t i v e p r e s s and

b u s i n e s s o r g a n i z a t i o n s l e v e l l e d t h e i r s i g h t s a t t h e " f a d s and f r i l l s " of

e d u c a t i o n , t h e i n e f f i c i e n t a d m i n i s t r a t i o n and t h e e x t e n t and v a r i e t y o f

t h e c u r r i c u l u m . I n 1932 t h e C o n s e r v a t i v e government , demora l i zed by a n

enormous p r o v i n c i a l d e b t , a p p o i n t e d a commi t t ee c h a i r e d by Vancouver

businessman George Kidd t o l o o k i n t o t h e f i n a n c i a l a f f a i r s o f t h e

p r o v i n c e . The Kidd R e p o r t recommended c u r t a i l e d s p e n d i n g i n a l l

d e p a r t m e n t s b u t e r u p t e d i n a p u b l i c d e b a t e o v e r s p e n d i n g i n e d u c a t i o n .

The r e p o r t a t t r i b u t e d t h e r i s e i n e d u c a t i o n a l e x p e n d i t u r e t o t h e f a i l u r e

o f s c h o o l s t o c o l l e c t f e e s from a c o n s i d e r a b l e number of p u p i l s o v e r

15 y e a r s o f a g e . It c r i t i c i z e d t h e p o l i t i c i a n s who promised e d u c a t i o n a l

p r o g r e s s t h r o u g h i n c r e a s e d e x p e n d i t u r e w i t h o u t r e g a r d f o r consequence

(Kidd R e p o r t , s e c t i o n 1 5 6 ) . The r e p o r t s t a t e d t h a t most c h i l d r e n s h o u l d

l e a v e s c h o o l , "once t h e e l e m e n t a r y s t a g e o f e d u c a t i o n h a s been passed" and

"commence t o ass is t i n p roduc ing t h e w e a l t h - l y i n g dormant i n o u r n a t u r a l

r e s o u r c e s " (Kidd R e p o r t , s e c t i o n 160) and f u r t h e r recommended t h a t f r e e

e d u c a t i o n be l i m i t e d t o t h e c o m p l e t i o n of t h e y e a r a t a g e 14.

Members o f t h e p u b l i c and t h e e d u c a t i o n a l community a t t a c k e d t h e

r e p o r t a s r e a c t i o n a r y , a n t i - d e m o c r a t i c , c l a s s - b i a s e d and a d e n i a l o f

e q u a l i t y of o p p o r t u n i t y . G . M. Weir , t h e n head o f t h e E d u c a t i o n Department

a t t h e U n i v e r s i t y o f B r i t i s h Columbia d e c l a r e d i t w a s a n a t t e m p t t o

I1 condemn t h e you th of B r i t i s h Columbia t o i n t e l l e c t u a l se r fdom a t t h e

c a p r i c e o f c e r t a i n c a p i t a l i s t i c parvenus" t r a n s f o r m i n g t h e h i g h e r

e d u c a t i o n a l i n s t i t u t i o n s i n t o p r e s e r v e s o f t h e w e a l t h y (Vancouver

P r o v i n c e , Aug. 31, 1932) .

A new L i b e r a l government was swept i n t o power i n 1933 t h a t e n v i s a g e d

' I 1 6

a new s y s t e m t h a t would be c h a r a c t e r i z e d b y wider government c o n t r o l ,

r e g u l a t i o n and d i r e c t i o n , i n d i v i d u a l o w n e r s h i p would be p r e s e r v e d , b u t

c a p i t a l would be used f o r t h e b e n e f i t and n o t t h e d e t r i m e n t o f t h e peop le

a s a whole" (Robin , 1972, p. 1 1 ) and " S c h o o l s , h o s p i t a l s and w e l f a r e

a g e n c i e s , ... must n o t s u f f e r from l a c k o f f u n d s d u r i n g t h e

d e p r e s s i o n " (Ormsby 1971, p. 456).

G. M. Weir was a p p o i n t e d M i n i s t e r o f E d u c a t i o n and P r o v i n c i a l

S e c r e t a r y w i t h r e s p o n s i b i l i t y f o r h e a l t h m a t t e r s . I n k e e p i n g i ts e l e c t i o n

p r o m i s e s , t h e new L i b e r a l a d m i n i s t r a t i o n p r o c e e d e d d u r i n g its f i r s t

s e s s i o n t o make changes t o t h e e d u c a t i o n a l s y s t e m o f t h e p r o v i n c e , t h e

most i m p o r t a n t o f which was t o r a i s e t h e a g e l i m i t o f f r e e e d u c a t i o n from

1 5 t o 18, o r u n t i l t h e p u p i l had comple ted g r a d e 12. From t h i s move t h e r e

a p p e a r e d a t w o f o l d problem: t o make h i g h s c h o o l c o u r s e s which would r e t a i n

and even l u r e back young p e o p l e t o s c h o o l , a n d t o f i n d s a t i s f a c t o r y

o c c u p a t i o n s f o r o t h e r unemployed you th . The l a t t e r was r e s o l v e d w i t h t h e

i n t r o d u c t i o n of s p o r t and r e c r e a t i o n f a c i l i t i e s b u t a widespread r e v i s i o n

o f t h e c u r r i c u l u m was n o t f e a s i b l e w i t h many s c h o o l d i s t r i c t s bankrup t and

o t h e r d i s t r i c t s w i t h l o c a l b u d g e t s s e v e r e l y r e s t r i c t e d .

I n 1934 G . M. Weir set up a commission on s c h o o l f i n a n c e whose

t e c h n i c a l a d v i s o r was t o be H. B. King. K i n g ' s (King , 1935) r e p o r t i n

summary a d v i s e d t h a t t h e p r o v i n c i a l government t a k e o v e r comple te

f i n a n c i a l r e s p o n s i b i l i t y f o r e d u c a t i o n , l i s t e d v a r i o u s s o u r c e s o f r e v e n u e ,

t h e most i m p o r t a n t b e i n g t h e i m p o s i t i o n o f a n e x t r a two p e r c e n t t a x on

t h o s e incomes a l r e a d y s u b j e c t t o income t a x , a n d a d v o c a t e d t h e u l t i m a t e

a b o l i t i o n o f s c h o o l b o a r d s and t h e c r e a t i o n o f l a r g e e d u c a t i o n a l a r e a s ,

e a c h t o be a d m i n i s t e r e d by a D i r e c t o r o f E d u c a t i o n under t h e

S u p e r i n t e n d e n t of E d u c a t i o n . Most o f t h e i m p o r t a n t and f a r - r e a c h i n g

recommendations were n o t implemented and r e c e i v e d mixed p u b l i c r e a c t i o n ,

1 7 however, t h e a b o l i t i o n o f s c h o o l b o a r d s r e c e i v e d a l m o s t u n i v e r s a l

condemnat ion (Vancouver P r o v i n c e , Dec. 13, 1935) . D i s c u s s i n g t h e

p h i l o s o p h y o f e d u c a t i o n , King d i s c a r d e d t h e i d e a t h a t t h e p u r p o s e s o f

p u b l i c e d u c a t i o n were d i s c i p l i n e , c u l t u r e o r s e l f - r e a l i z a t i o n , Al though

t h e p u r s u i t of any of t h e s e g o a l s m i g h t be o f a d v a n t a g e t o t h e i n d i v i d u a l ,

h e s t a t e d , a n e d u c a t i o n d e v o t e d t o them would be t h e " p u r e l y p e r s o n a l

p o s s e s s i o n " o f t h e i n d i v i d u a l , a n d t h u s n o t e n t i t l e d t o s t a t e s u p p o r t

(King , 1935, p. 31 ) . I n e l i m i n a t i n g t h e s e g o a l s f rom c o n s i d e r a t i o n King

showed h i s r e j e c t i o n o f t h a t s t r a i n o f c h i l d - c e n t r e d p r o g r e s s i v i s m which

saw t h e c u l t i v a t i o n of f reedom a n d s e l f - e x p r e s s i o n i n t h e c h i l d as t h e

u l t i m a t e g u a r a n t e e o f a h e a l t h y s o c i e t y . He c o n c l u d e d t h a t t h e o n l y

j u s t i f i c a t i o n f o r t h e p u b l i c e d u c a t i o n was t h a t " e d u c a t i o n i s a p u b l i c

f u n c t i o n , n e c e s s a r y b o t h f o r t h e s a f e t y and p r e s e r v a t i o n of t h e s t a te and

f o r i ts p r o g r e s s f ' ( K i n g , 1935, p . 3 1 ) , t h a t i ts c h i e f f u n c t i o n was t o act

If as a n i n t e g r a t i n g s o c i a l i n f l u e n c e " ( K i n g , 1935 , p . 2 7 ) .

King and Kidd were b o t h e s s e n t i a l l y c o n s e r v a t i v e and h i e r a r c h i c a l i n

o u t l o o k . T h e i r d i f f e r e n c e s were r o o t e d i n t h e i r p e r c e p t i o n s o f s o c i e t y

and i t s n e e d s and t h e r o l e t h a t t h e s c h o o l c o u l d p l a y i n f u l f i l l i n g t h o s e

needs . To Kidd and t h e c o n s e r v a t i v e b u s i n e s s and p r o f e s s i o n a l community

h e r e p r e s e n t e d , c l a s s i c a l l a i s s e z - f a i r e d o c t r i n e , whe the r o r n o t i t was

d e f i n e d as s u c h , s t i l l h e l d sway. I f t h e economy c o u l d be k e p t buoyan t

and e x p a n s i v e , a t a s k f o r t h e u n f e t t e r e d i n i t i a t i v e of t h e bus inessman ,

t h e n t h e p rob lems o f s o c i e t y c o u l d be s o l v e d i n s o f a r a s t h e l i m i t a t i o n s of

human n a t u r e would a l l o w . I n B r i t i s h Columbia which depended f o r i t s

p r o s p e r i t y on p r imary r e s o u r c e s , a n d where i n d u s t r i a l i z a t i o n was n o t

g e n e r a l l y dependen t on a n advanced t e c h n o l o g y , t h e r o l e o f t h e s c h o o l was

t o t r a i n t h o s e few l e a d e r s r e q u i r e d , and p r o v i d e t h e rest w i t h a

r u d i m e n t a r y g e n e r a l e d u c a t i o n a n d s u c h commercia l and t e c h n i c a l e d u c a t i o n

18 as was .needed f o r a r e l a t i v e l y u n s o p h i s t i c a t e d economy. King and t h e

I 1 l i b e r a l p r o g r e s s i v e s " f o r whom h e s p o k e , had , on t h e o t h e r hand, l o s t

f a i t h i n t h e e f f i c a c y and j u s t i c e of t h e unseen hand. Also t h e y

a n t i c i p a t e d t h a t t h e f u t u r e n e e d s o f t h e p r o v i n c e would c a l l f o r a much

g r e a t e r d e g r e e o f v o c a t i o n a l e f f i c i e n c y . Two t h i n g s were needed t o e n s u r e

t h a t s o c i e t y would remain s t a b l e and p r o g r e s s i v e : g r e a t e r government

i n t e r v e n t i o n i n economic l i f e , a n d a n improved and comprehensive

e d u c a t i o n a l s y s t e m , bo th r e q u i r i n g a n expanded b u r e a u c r a c y w i t h a new

emphas i s p l a c e d on e x p e r t i s e . To t h e c o n s e r v a t i v e , n o t h i n g must be

a l l o w e d t o i n t e r f e r e w i t h f l o w o f c a p i t a l i n t o economic i n v e s t m e n t ;

t h e r e f o r e t a x r a t e s must be k e p t down, and such e s s e n t i a l s e r v i c e s as

s c h o o l s r u n as e f f i c i e n t l y and e c o n o m i c a l l y as p o s s i b l e . To t h e l i b e r a l

e d u c a t o r e f f i c i e n c y was a l s o a c o n c e p t v i t a l t o t h e s u c c e s s o f h i s much

more e l a b o r a t e e d u c a t i o n s y s t e m (Mann, 1980) .

A f t e r t h e autumn o f 1937 l i t t l e a p p e a r s t o have been spoken o r h e a r d

a b o u t new e d u c a t i o n a l p h i l o s o p h i e s , c h a r a c t e r e d u c a t i o n o r s o c i a l

a d j u s t m e n t . The main p r e o c c u p a t i o n of t h e e d u c a t o r s once a g a i n became t h e

p e r r e n n i a l o n e s of f i n a n c e and t h e p r o v i s i o n of i n c r e a s e d v o c a t i o n a l and

t e c h n i c a l t r a i n i n g .

I n t h e t h r e e d e c a d e s t h a t have e l a p s e d s i n c e t h a t t i m e , e d u c a t i o n h a s

f r e q u e n t l y been a m a t t e r o f p u b l i c c o n t r o v e r s y and d e b a t e . To many, bo th

e d u c a t o r s and t h e g e n e r a l p u b l i c a l i k e , i t h a s a p p e a r e d a s a s t r u g g l e

between t h e a d v o c a t e s o f " p r o g r e s s i v i s m " and t h o s e who e s p o u s e

I1 t r a d i t i o n a l i s m " w i t h dominance swing ing f rom one s i d e t o t h e o t h e r

a p p r o x i m a t e l y e v e r y decade ( K a t z , 1975) .

I n Canada, a s i n t h e Uni ted S t a t e s , p r o g r e s s i v i s m was a m u l t i f a c e t e d

movement ( K a t z , 1975) a l t h o u g h c h i l d - c e n t r e d n e s s a s opposed t o

s u b j e c t - c e n t r e d n e s s and a cornmittment t o t h e development o f t h e wor th o f

19 e a c h i n d i v i d u a l c h i l d have remained c e n t r a l p r i n c i p l e s , no two waves o f

p r o g r e s s i v i s m were i d e n t i c a l : e a c h w a s i n t i m a t e l y and i n t r i c a t e l y r e l a t e d

t o t h e economic, p o l i t i c a l and s o c i a l c o n d i t i o n s o f i ts time and p l a c e .

The American " l i b e r a l consensus" i n e d u c a t i o n d e s c r i b e d by F inn

(1980) h a s s i m i l a r c h a r a c t e r i s t i c s t o what migh t be c a l l e d a Canadian

l i b e r a l c o n s e n s u s o r " p r o g r e s s i v e c o n s e n s u s " which p r o v i d e s a

p h i l o s o p h i c a l f rame of r e f e r e n c e f o r t e a c h e r s . F i r s t l y , a commitment t o

t h e comple te end t o i n v o l u n t a r y e d u c a t i o n a l s e g r e g a t i o n by r a c e , economic

and p h y s i c a l c o n d i t i o n , by l a n g u a g e , c u l t u r a l o r i g i n , s e x , e t h n i c i t y and

a g e . S e c o n d l y , t h e e q u a l i z i n g of e d u c a t i o n a l o p p o r t u n i t y , t h e main t h r u s t

of which i s compensatory programmes b a s e d on "need" a t t h e p r imary

/ secondary l e v e l and need-based f i n a n c i a l a i d a t t h e p o s t s e c o n d a r y l e v e l .

T h i r d l y , a n emphas i s on t h e p r o d u c t i o n o f knowledge and t h e s u p p o r t of

r e s e a r c h w i t h i n and o u t s i d e e d u c a t i o n a l i n s t i t u t i o n s . F i n a l l y , f a m i l i a r

themes ar ise which c a n be r e c o g n i z e d as e x t e n s i o n s o f t h e above

ph i losophy . T h a t i s , a n emphas i s on s u p p o r t f o r e d u c a t i o n a l " i n n o v a t i o n

and reform" t h e most o b v i o u s outcome o f which is " l o c a l l y deve loped

c o u r s e s " ; a d e d i c a t i o n t o l e n g t h e n i n g t h e e d u c a t i o n a l p r o c e s s t o " l i f e

l o n g l e a r n i n g " from pre - schoo l t o s e n i o r ; and a " r e l u c t a n c e t o u s e

s t a n d a r d i z e d t e s t s " i n t h e b e l i e f t h e t e s t s are b i a s e d i n one way o r

a n o t h e r and c o u r s e s s h o u l d be more i n d i v i d u a l i z e d .

The c a r e e r s o f Putman and Weir a r e i l l u s t r a t i o n s of p r o g r e s s i v i s m

which f a v o u r s t h e commitment t o a c h i l d - c e n t e r e d , r e l a t i v e l y u n s t r u c t u r e d

c u r r i c u l u m a l l o w i n g a c o n s i d e r a b l e f reedom o f c h o i c e t o p u p i l and t e a c h e r

a l i k e , e x p r e s s i n g a humane, e g a l i t a r i a n , d e m o c r a t i c p h i l o s o p h y of

e d u c a t i o n .

2 0 POLITICAL IDEOLOGY (LEFT/RIGHT)

The d e b a t e from 1957 t o 1973 s u r r o u n d i n g t h e s p a t i a l c o n c e p t o f a

u n i - d i m e n s i o n a l , l e f t / r i g h t con t inuum on which p a r t y c o m p e t i t i o n and

p o l i t i c a l behav iour c a n be p l a c e d is c h a r a c t e r i z e d by Kornberg e t a 1

(Kornberg, M i s h l e r , and S m i t h , 1 9 7 3 ) .

P o l i t i c a l commentators , p r a c t i c i n g p o l i t i c i a n s and c e r t a i n segments of t h e p u b l i c , no l e s s t h a n s o c i a l s c i e n t i s t s , have u s e d t h e c o n c e p t o f a l e f t / r i g h t s c a l e t o d e s c r i b e p o l i t i c a l phenomena r a n g i n g f rom v o t e r c h o i c e s , t h r o u g h p a r t y e l e c t o r a l s t r a t e g i e s and p a r l i a m e n t a r y p a r t y c o a l i t i o n b e h a v i o u r , t o p o l i t i c a l s t a b i l i t y and i n t e g r a t i o n . More r e c e n t l y , t h e c o n c e p t i o n o f a s i n g l e l e f t / r i g h t d i m e n s i o n of p a r t y c o m p e t i t i o n was e l e v a t e d by Anthony Downs t o t h e l e v e l of f o r m a l t h e o r y . Downs p o s t u l a t e s t h a t p o l i t i c a l p a r t i e s occupy d i s t i n c t p o s i t i o n s a l o n g a s i n g l e , i s s u e - o r i e n t e d , l e f t / r i g h t s c a l e , t h e m a j o r d imens ion o f which, a p p a r e n t l y , i s t h e d e g r e e o f government i n t e r v e n t i o n i n t h e economy. A p r i n c i p a l axiom i n h i s t h e o r y is t h a t b o t h i n d i v i d u a l s and p o l i t i c a l p a r t i e s c a n be l o c a t e d a l o n g t h e s c a l e , t h e i r p o s i t i o n s b e i n g a f u n c t i o n o f t h e d e g r e e o f government c o n t r o l t h e y f a v o u r a n d / o r a d v o c a t e . According t o Donald E. S t o k e s , "One must a d m i r e t h e i n g e n u i t y w i t h which Downs h a s t r a n s f o r m e d ( H a r o l d ) H o t e l l i n g ' s b r i l l i a n t a n a l o g y i n t o a model o f p a r t y s y s t e m s f ' . D e s p i t e h i s p r o f e s s e d a d m i r a t i o n f o r t h e model and h i s acknowledgement t h a t t h e axioms u t i l i z e d i n a model need n o t r e p r e s e n t t h e r e a l wor ld e x a c t l y , S t o k e s p r o c e e d s t o a t t a c k Downsf un i -d imens iona l axiom and two o f h i s major t h e o r e t i c a l a s s u m p t i o n s , on f o u r g rounds . F i r s t , h e c o n t e n d s , t h e c o n c e p t i o n of a s i n g l e d imens ion of p o l i t i c a l c o n f l i c t c a n n o t be s u s t a i n e d e m p i r i c a l l y . Second, he a r g u e s t h a t t h e a f o r e m e n t i o n e d un i -d imens iona l s c a l e ( a l o n g which i n d i v i d u a l s and p a r t i e s c a n be a r r a y e d ) d o e s n o t have a s t a b l e s t r u c t u r e . T h i r d , he q u e s t i o n s Downsf a ssumpt ion t h a t t h e r e must be a t l e a s t one o r d e r e d set o f a l t e r n a t i v e s o f government a c t i o n t h a t t h e p a r t i e s may a d v o c a t e and v o t e r s p r e f e r ; h e o b s e r v e s t h a t many o f t h e most i m p o r t a n t i s s u e s a f f e c t i n g v o t e r s do n o t i n v o l v e even a s h r i v e l e d s e t o f two a l t e r n a t i v e s o f government a c t i o n . F o u r t h , h e q u e s t i o n s Downs' p o s t u l a t e t h a t t h e p u b l i c and t h e p a r t i e s t h a t s e e k i t s s u p p o r t impose a common frame of r e f e r e n c e on i s s u e s . He g o e s on t o o b s e r v e t h a t we do n o t have much e v i d e n c e a b o u t what f r a m e s of r e f e r e n c e e i t h e r p a r t y l e a d e r s o r v o t e r s u s e . V a r i o u s s t u d i e s of l e g i s l a t u r e s do s u g g e s t a t l e a s t t h e p o l i t i c a l s p a c e o f l e g i s l a t o r s h a s a f a i r l y d e f i n i t e s t r u c t u r e a l t h o u g h i t i s t y p i c a l l y m u l t i - d i m e n s i o n a l ( p p . 161-162).

2 1

The Kornberg ( K o r n b e r g , M i s h l e r and S m i t h , 1973) s t u d y i n a t t e m p t i n g

t o d i s c u s s t h e i s s u e s r a i s e d by t h e S t o k e s ' a n a l y s i s c o l l e c t e d d a t a t o

a s c e r t a i n t h e e x t e n t t o which a s i n g l e l e f t / r i g h t con t inuum u n d e r l i e s

p e r c e p t i o n s o f t h e l o c a t i o n o f t h e f o u r n a t i o n a l p a r t i e s on s e v e r a l

fundamenta l p o l i t i c a l i s s u e s . I n d o i n g s o , t h r e e g r o u p s o f r e s p o n d e n t s ,

( o n e g roup of M.P.s f rom t h e 2 8 t h P a r l i a m e n t , a second g roup o f c i t i z e n s

w i t h a h i g h s o c i o e c o n o m i c s t a t u s (SES) from Vancouver and Winnipeg and a

t h i r d g r o u p of c i t i z e n s w i t h a low SES f rom Vancouver and Winnipeg) , were

a s k e d t o p l a c e t h e m s e l v e s , i n a d d i t i o n t o e a c h p o l i t i c a l p a r t y , on a

l e f t / r i g h t cont inuum r e f l e c t i n g p o l a r p o s i t i o n s of a p o l i t i c a l i s s u e .

F i v e s u c h p o l i t i c a l i s s u e s were p r e s e n t e d . The u n i - d i m e n s i o n a l ,

l e f t / r i g h t con t inuum a s s o c i a t e d w i t h t h e economics t h e o r y p o s t u l a t e d by

Downs was n o t s u p p o r t e d . However, t h e p a r t i e s are c a p a b l e o f b e i n g

o r d e r e d i n a l e f t / r i g h t f a s h i o n o n l y on p a r t i c u l a r i s s u e s and t h a t t h e

more knowledgeab le and p o l i t i c a l l y s o p h i s t i c a t e d i n d i v i d u a l s a re , t h e more

f r e q u e n t l y t h e y o r d e r p a r t i e s i n t h i s f a s h i o n which s u p p o r t s S t o k e s '

p o s i t i o n . S t o k e s is s u p p o r t e d f u r t h e r i n t h a t a l a c k o f congruence e x i s t s

between e l i t e and mass p e r c e p t i o n s o f p a r t y l o c a t i o n s i n i s s u e s p a c e .

Most i m p o r t a n t l y , t h e two s t r a t a o f t h e p u b l i c and t h e M.P.s t e n d e d t o see

t h e L i b e r a l s occupy ing p o s i t i o n s t o t h e c e n t r e o r s l i g h t l y t o t h e l e f t o f

c e n t r e on v a r i o u s i s s u e s , whereas C o n s e r v a t i v e s were g e n e r a l l y viewed as a

r i g h t o f c e n t r e p a r t y (Kornberg , M i s h l e r and S m i t h , 1973) . Based on t h i s

o b s e r v a t i o n one would e x p e c t t h a t t h e same se t o f q u e s t i o n s p r e s e n t e d t o

a n e d u c a t i o n a l e l i t e , s u c h as t h e Vancouver t e a c h e r s , would p roduce a

measure o f p o l i t i c a l t e n d e n c y toward t h e p o l i t i c a l l e f t o r t h e p o l i t i c a l

r i g h t .

BRITISH COLUMBIA'S POLITICAL CONTEXT

The e d u c a t i o n sys tem i n B r i t i s h Columbia as i t i s i n t h e rest o f

Canada is t h e r e s p o n s i b i l i t y o f t h e p r o v i n c i a l government . The s t r u c t u r e

and emphas i s o f t h e s y s t e m is d e t e r m i n e d by p r o v i n c i a l l e g i s l a t i o n

a d m i n i s t e r e d by t h e M i n i s t r y of E d u c a t i o n . A t o n e time a u t h o r i t y was

d e l e g a t e d t o s u p e r i n t e n d e n t s a p p o i n t e d t o l a r g e d i s t r i c t s and whose

r e s p o n s i b i l i t i e s i n c l u d e d r e p o r t i n g d i r e c t l y t o t h e M i n i s t r y of E d u c a t i o n .

More r e c e n t l y , a u t h o r i t y h a s been d e l e g a t e d t o e l e c t e d s c h o o l b o a r d s who

i n t u r n h i r e a s u p e r i n t e n d e n t f o r t h e d i s t r i c t . The s c h o o l boa rd t h e n

r e p o r t s t o t h e M i n i s t r y o f E d u c a t i o n w h i l e t h e s u p e r i n t e n d e n t i s now

r e s p o n s i b l e t o t h e l o c a l s c h o o l boa rd .

P o l i t i c a l r e p r e s e n t a t i v e s i n B r i t i s h Columbia , once e l e c t e d , a r e

e s s e n t i a l l y i n d e p e n d e n t o f t h e v o t e r s and are g u i d e d i n t h e i r a c t i o n s more

by p a r t y l o y a l t y and d i s c i p l i n e t h a n by t h e v iews o f t h e i r c o n s t i t u e n t s .

R e p r e s e n t a t i v e s a r e e l e c t e d n o t by m a j o r i t y b u t r a t h e r by a p p r o x i m a t e l y

one t h i r d o f t h o s e r e g i s t e r e d t o v o t e ( B o y l e , 1 9 8 2 ) .

T a b l e 1 i l l u s t r a t e s t h a t f o r t h e e l e c t i o n s s t u d i e d a s u b s t a n t i a l

g r o u p e l e c t e d t o t h e L e g i s l a t i v e Assembly was e l e c t e d by less t h a n 5 0

p e r c e n t o f t h e v o t e s cast i n t h e i r c o n s t i t u e n c i e s . For example , d u r i n g

t h e g e n e r a l e l e c t i o n o f 1979, 10 of 57 members o f t h e L e g i s l a t i v e Assembly

were e l e c t e d by less t h a n 50 p e r c e n t o f t h e v o t e s c a s t i n t h e i r

c o n s t i t u e n c y .

Dur ing t h e l a s t dozen y e a r s o r s o , t h e number o f s i g n i f i c a n t

p o l i t i c a l p a r t i e s i n B r i t i s h Columbia h a s d ropped e f f e c t i v e l y from f o u r t o

o n l y two. The p o s i t i o n o f t h e L i b e r a l and P r o g r e s s i v e C o n s e r v a t i v e

p a r t i e s h a s d e t e r i o r a t e d from h o l d i n g a small number o f seats i n t h e

B r i t i s h Columbia L e g i s l a t u r e t o h o l d i n g none. The S o c i a l C r e d i t P a r t y ,

and t h e N e w Democrat ic P a r t y , now domina te t h e p r o v i n c i a l p o l i t i c a l a r e n a .

TABLE 1

REPRESENTATIVES ELECTED BY LESS THAN 50% OF

TOTAL VOTES CAST I N RECENT PROVINCIAL ELECTIONS

GENERAL NUMBER REPRESENTATIVES ELECTED RANGE I N PERCENTAGE ELECTION OF BY LESS THAN 50% OF VOTES CAST YEAR SEATS NUIIBER PERCENTAGE

Dur ing t h e e l e c t i o n s o f 1966, 1969, 1972 and 1975, t h e

d i f f e r e n c e i n t h e number o f seats h e l d by t h e two majo r p a r t i e s was v e r y

s u b s t a n t i a l . Whichever p a r t y was e l e c t e d c o u l d w i e l d power w i t h a

c o m f o r t a b l e m a j o r i t y i n t h e l e g i s l a t u r e b u t t h e S o c i a l C r e d i t p a r t y

governed f rom 1979 t o 1983 w i t h a margin o f less t h a n 10 p e r c e n t o f t h e

e l e c t e d r e p r e s e n t a t i v e s .

T a b l e 2 i l l u s t r a t e s how t h e f o u r p a r t i e s have f a r e d o v e r t h e l a s t s i x

e l e c t i o n s . The numbers show t h a t t h e P r o g r e s s i v e C o n s e r v a t i v e s and t h e

L i b e r a l s e x p e r i e n c e d a d e c l i n e i n t h e i r s t r e n g t h t o a z e r o p o s i t i o n by

1979. S e t t i n g a s i d e t h e e l e c t i o n r e s u l t s o f 1972 when t h e New Democra t i c

p a r t y swept t h e p r o v i n c e and more t h a n r e v e r s e d i t s ear l ier p o s i t i o n

v i s - a - v i s S o c i a l C r e d i t , t h e r e h a s been a n e r o s i o n o f s u p p o r t f o r S o c i a l

C r e d i t and a s t e a d y g a i n f o r t h e New Democra t i c p a r t y .

Dur ing t h e 1979 term o f o f f i c e t h e S o c i a l C r e d i t p a r t y h a s conduc ted

t h e g o v e r n m e n t ' s b u s i n e s s w i t h a marg in o f o n l y f i v e seats i n t h e

L e g i s l a t u r e .

Thus t h e na r rowing of t h e b a l a n c e o f power between t h e two major

p r o v i n c i a l p a r t i e s i s f u r t h e r conf i rmed by t h e t r e n d i n swing seats. I n

t h e 1979 e l e c t i o n , 26 o f t h e 57 seats i n t h e L e g i s l a t u r e t u r n e d o u t t o b e

swing seats.

T h i s g r o u p i n g o f f o r c e s h e l p e d t h e S o c i a l C r e d i t p a r t y a c h i e v e a b o u t

o n e - t h i r d o f i t s 1 5 seat m a j o r i t y f o l l o w i n g t h e 1976 e l e c t i o n . The

r e m a i n i n g t w o - t h i r d s came from seats which s w i t c h e d f rom t h e NDP t o t h e

S o c i a l C r e d i t , and f rom t h e p r o v i n c i a l d e c l i n e i n s u p p o r t o f t h e

P r o g r e s s i v e C o n s e r v a t i v e and L i b e r a l p a r t i e s i n f a v o u r o f t h e two main

p a r t i e s .

The number o f v o t e r s who h o l d t h e b a l a n c e o f power are v e r y few. By

1979 t h e number o f s e a t s r e q u i r e d t o r e v e r s e t h e e l e c t i o n r e s u l t , had

TABLE 2

THE NUMBER OF LEGISLATIVE SEATS HELD BY THE MAJOR

PROVINCIAL PARTIES I N RECENT ELECTIONS

GENERAL STANDING OF EACH PARTY TOTAL ELECTION NUMBER YEAR S.C. N.D.P. P.C. LIB. OF SEATS

2 6 dropped t o o n l y t h r e e i n t h e expanded 57 member a s sembly . F u r t h e r m o r e ,

t h e number o f v o t e r s r e q u i r e d t o change t h e s e swing seats had dropped t o

1 , 1 0 3 o r o n l y 1.20% o f t h e 9 2 , 0 8 2 v o t e r s conce rned .

The 1983 p r o v i n c i a l e l e c t i o n was marked by a s u b s t a n t i a l i n c r e a s e i n

t h e number o f seats f o r t h e S o c i a l C r e d i t p a r t y t o 36 , w h i l e t h e N.D.P.

r e t a i n e d t h e 21 r e m a i n i n g seats. The t a b u l a t e d r e s u l t s were n o t a v a i l a b l e

a t t h e time o f t h i s w r i t i n g .

URBAN POLITICAL CONTEXT

L o c a l e l e c t i o n s i n Canada have t r a d i t i o n a l l y been c o n d u c t e d on a

n o n - p a r t i s a n b a s i s (Kap lan , 1967) . Non-par t i san i sm i n u r b a n Canadian

government c a n be a t t r i b u t e d t o t h e p o l i t i c a l i n f l u e n c e o f t h e American

M u n i c i p a l Reform Movement r o o t e d i n t h e USA t o c o u n t e r c o r r u p t i o n and

p a t r o n a g e i n p a r t y p o l i t i c s a t t h e u r b a n l e v e l i n t h a t c o u n t r y (McCaffery ,

1971; Masson and Anderson, 1 9 7 1 ) .

The American M u n i c i p a l Refo rmers h e l d t o t h e b e l i e f s " t h a t u r b a n

problems were a p o l i t i c a l , r e q u i r i n g l i t t l e more t h a n t h e a p p l i c a t i o n o f

good b u s i n e s s p r a c t i c e s ... t h a t c e r t a i n c i t i z e n s were more f i t t o govern

t h a n o t h e r s f ' (Hawley, 1973, p. 9 ) and " t h a t p a r t i e s were i n h e r e n t l y

c o r r u p t " (Masson and Anderson, 1971 , p. 3 ) .

The r e f o r m s p r e a d t o Canada " d e s p i t e t h e f a c t t h a t t h e p a r t y s y s t e m

had n o t been a f e a t u r e o f t h e p o l i t i c s o f Canad ian l o c a l government"

(Masson and Anderson, 1972 , p. 4 ) .

(American) ... se t t l e r s b r o u g h t w i t h them t h e a n t i - p a r t y a t t i t u d e c h a r a c t e r i s t i c s o f t h e p r o g r e s s i v e movement i n t h e US and t h i s i n f l u e n c e undoub ted ly c o n t r i b u t e d t o t h e n o n - p a r t i s a n s t y l e o f p o l i t i c s i n c i t i e s t h a t a p p e a r e d l a te r i n t h e West. (Anderson , 1972, p. 1 5 ) .

F u r t h e r c o n t r i b u t i n g t o t h e n o n - p a r t i s a n s e n t i m e n t , t h e m u n i c i p a l

governments i n Canada, i n c o n t r a s t t o t h e American s y s t e m , have v e r y

l i t t l e d e l e g a t i o n o f power. L igh tbody (1972) p o i n t e d o u t t h a t :

F i r s t , c i v i c a d m i n i s t r a t i o n s a r e l e g i t i m a t e i n s t i t u t i o n s o n l y i n t h e i r p o s i t i o n s a s s u b o r d i n a t e a d j u n c t s o f t h e p r o v i n c e . Second, as soon as t h e normal a d m i n i s t r a t i o n o f t r a d i t i o n a l l y m u n i c i p a l f u n c t i o n s becomes t o o g r e a t a problem f o r l o c a l government t o manage, u s u a l l y due t o t h e f i n a n c i a l burden o f t h e l i m i t e d M u n i c i p a l Tax Base , t h e p r o v i n c i a l l e g i s l a t u r e n o r m a l l y e x e r c i s e s i ts a u t h o r i t y by r e l i e v i n g munic i - p a l i t i e s o f t h e i r r e s p o n s i b i l i t i e s ... because o f t h e l a c k o f s i g n i f i c a n t i n d e p e n d e n t a u t h o r i t y , t h e sand box p o l i t i c s o f c i t y h a l l o f f e r l i t t l e i n c e n t i v e f o r o r g a n i z e d p a r t i s a n a c t i v i t y o r d i v i s i o n s ( a n d ) t h u s , f o r example , t h e e x t r a o r d i n a r y e x p e n s e i n c u r r e d i n t h e p r o v i s i o n o f e d u c a t i o n a l s e r v i c e s h a s o c c a s i o n e d most p r o v i n c e s t o expand t h e i r a d m i n i s t r a t i v e i n t e r v e n t i o n i n p r o p o r t i o n t o t h e d i r e c t amount of f i n a n c i a l a s s i s t - a n c e . ( p . 1 9 6 ) .

C a n a d a ' s r u r a l e m p h a s i s , t h e small, r e l a t i v e l y homogenous u rban

p o p u l a t i o n s and t h e predominance of l o c a l i n t e r e s t s and i n f l u e n c e s f u r t h e r

n u t u r e d t h e n o n - p a r t i s a n t r a d i t i o n (Anderson , 1972; W i c k e t t , 1972) .

The p a r t y p o l i t i c a l s y s t e m s a t t h e u rban l e v e l h a s been growing,

s u g g e s t i n g a n e v o l u t i o n r e l a t e d t o u r b a n i z a t i o n (Masson and Anderson,

Dur ing t h e p a s t decade t h e r e h a s been a d e f i n i t e t r e n d toward o v e r t p a r t y a c t i v i t y i n o u r l a r g e u rban c e n t r e s ( P . 4 3 ) .

P r o p o n e n t s o f t h e p a r t i s a n p o l i t i c s s u g g e s t t h e e l e c t o r a t e i s b e t t e r

a b l e t o " s t r u c t u r e t h e i r vo te" (Fowler and G o l d r i c k , 1971, p. 54) by

11 p r o v i d i n g a minimal l e v e l o f l i t e r a c y a b o u t c o n t e n t i o u s i s s u e s "

( L i g h t b o d y , 1971, p. 1 9 7 ) and t h a t p r o p e r r e p r e s e n t a t i o n was n o t p o s s i b l e

i n a n o n - p a r t i s a n s y s t e m s i n c e o n l y t h e e l i t e were i n a p o s i t i o n t o r u n

f o r o f f i c e s u g g e s t i n g t h i s s y s t e m would s e r v e one segment a t t h e expense

o f a n o t h e r (W.D.Burnham c i t e d i n Hawley, 1973) .

P o l i t i c a l p a r t i e s w i t h a l l t h e i r w e l l known human and s t r u c t u r a l s h o r t c o m i n g s , are t h e o n l y d e v i c e s t h u s f a r i n v e n t e d by t h e w i t o f w e s t e r n man, which w i t h some e f f e c t i v e n e s s c a n g e n e r a t e c o u n t e r v a i l i n g c o l l e c t i v e power on b e h a l f o f t h e many i n d i v i d u a l l y p o w e r l e s s a g a i n s t t h e r e l a t i v e l y few who are i n d i v i d u a l l y -- o r o r g a n i z a t i o n a l l y -- p o w e r f u l ( p . 2 ) .

2 8 During the past decade, there have been attempts by some groups in

Toronto, Montreal, and Vancouver (Nasson and Anderson, 1972) to promote

partisan politics and to run candidates who support a particular platform.

In Vancouver, prior to 1968, local elections were dominated by the

Non-Partisan Association (NPA). The NPA was formed in 1937 and espoused a

non-partisan approach to local politics. According to Miller (1972) the

NPA was formed 'to unite local liberals and conservatives in a "free

enterprise coalition" against the socialists.. . ' (p. 6). The formation of

the NPA has been described by Kaplan (1967) as a "stable but loosely

organized alliance. .., seeking to elect certain types of candidates (non-socialist, non-labour candidates) but not seeking to become a

governing party" (p. 147).

In 1968 two parties, one known as the Committee of Progressive

Electors (COPE) and the other known as The Electors Action Movement

(TEAM), were formed for the specific purpose of running candidates

committed to a party platform at the local level. COPE, according to

Easton and Tennant (1969), was "oriented towards socialism, unionism, and

the interest of the working class sections of the city" (p. 110). TEAN

was considered, at the time of its formation, to be less clear in its

ideology but generally liberal or in the middle of the political spectrum.

Both TEAiY and COPE "emphasized the need for policy formation and

responsibility, broad citizen participation, and basic reforms in the

structure and style of local government" (Morgan, 1975, p. 15).

In the 1968 election Easton and Tennant (1969) point out:

that while the NPA remained dominant, inroads were made by both TEAii and COPE with each of these parties having members elected to office. The Vancouver school board elections must be viewed in the context that they are inextricably linked with the more general civic election in Vancouver which includes the election of a City Council and a Parks Board. TEAM

e l e c t e d two a lde rmen , t h r e e s c h o o l t r u s t e e s and one P a r k s Board member, w h i l e COPE r e t u r n e d t o o f f i c e a n incumbent a lde rman who had been i t s (COPE'S) c h i e f o r g a n i z e r ( p . 1 1 0 ) .

I n t h e Vancouver s c h o o l board e l e c t i o n s s i n c e 1968 ( T a b l e 3 ) some

i n t e r e s t i n g changes i n v o t i n g p a t t e r n s have t a k e n p l a c e . I n e v e r y

Vancouver e l e c t i o n s i n c e 1968 COPE, NPA, and TEAM have r u n c a n d i d a t e s f o r

o f f i c e . A s w e l l , " i n 1970 t h e New Democra t i c P a r t y (NDP) c o n t e s t e d t h e

e l e c t i o n o p e n l y under t h e p a r t y banner o p p o s i n g t h e l 'non-part isan"

group ..." (Anderson, 1972, p. 4 3 ) . Whi le t h e NDP h a s n o t c o n t e s t e d l o c a l

e l e c t i o n s s i n c e t h a t t i m e t h e o t h e r t h r e e g roups have remained a c t i v e .

NPA s t i l l dominated t h e board i n 1970 w i t h s i x members w h i l e TEAM

m a i n t a i n e d i t s t h r e e member m i n o r i t y and COPE d i d n o t e l e c t a c a n d i d a t e .

The 1972 e l e c t i o n marked a major u p s e t f o r t h e NPA monopoly. TEAM

e l e c t e d e i g h t c a n d i d a t e s f o r t h e 1973-74 t e r m l e a v i n g NPA w i t h one l o n e

member. COPE had y e t t o e l e c t a c a n d i d a t e t o t h e s c h o o l board . TEAM had

campaigned on a p l a t f o r m o f i n c r e a s e d c i t i z e n invo lvement i n d e c i s i o n

making. A t t h e f i r s t mee t ing i n 1973, t h e newly e l e c t e d c h a i r p e r s o n

announced t h a t t h e board would commence h o l d i n g monthly board m e e t i n g s i n

s c h o o l s and community c e n t r e s and t h a t a t t h e s e m e e t i n g s t h e r e would be an

hour l o n g q u e s t i o n p e r i o d t o f a c i l i t a t e p u b l i c invo lvement . C i t i z e n

a t t e n d a n c e a t board m e e t i n g s i n c r e a s e d and concern w a s e x p r e s s e d a b o u t

d i s c i p l i n e , vanda l i sm, c l a s s s i z e , and t h e t e a c h i n g of E n g l i s h (Morgan,

1975, p. 1 7 ) .

I n 1974 a r e f o r m movement began, s p a r k e d by a l e t t e r t i t l e d

" T r a d i t i o n a l Versus P r o g r e s s i v e Educa t ion" p u b l i s h e d i n t h e J a n u a r y 1 7 ,

1974, P r o v i n c e newspaper. The p remise of t h e l e t t e r was t h e s t a n d a r d o f

e d u c a t i o n had t o b e improved and t h a t "good t r a d i t i o n a l e d u c a t i o n " had

been undermined. To blame was t h e p r o g r e s s i v e method and poor t e a c h e r

TABLE 3

TABLE OF ELECTED SCHOOL BOARD CANDIDATES BY PARTY

PARTY YEAR OF SCHOOL BOARD ELECTION

1968 1970 1972 1974 1976 1978 1980 1982

NPA 6 6 1 3 3 7 3 5

TEAM 3 3 8 6 6 2 0 0

COPE 0 0 0 0 0 0 5 3

INDEPENDENT 0 0 0 0 0 0 1 1

NDP 0

3 1 t r a i n i n g . w h i c h was devo ted s o much t o method and n o t t h e "knowledge of t h e

s u b j e c t " .

The r e f o r m movement which was formed and came t o be c a l l e d t h e

Genuine Educa t ion Movement (GEM) embraced a back- to-basics approach t o

e d u c a t i o n . The movement a l s o d e c i d e d t h e y would f i e l d c a n d i d a t e s i n t h e

n e x t (1974) Vancouver s c h o o l board e l e c t i o n . The p o l i t i c a l r e a l i t y o f

f i n a n c i n g a campaign l e d GEM members t o a c c e p t t h e s u p p o r t o f t h e NPA t o

r u n a f u l l s l a t e of n i n e c a n d i d a t e s . GEM e l e c t e d t h r e e (GEM/NPA)

c a n d i d a t e s w h i l e TEAM r e t a i n e d s i x members.

The 1976 Vancouver s c h o o l board e l e c t i o n saw no change i n t h e b a l a n c e

of power. TEAM c o n t i n u e d t o h o l d i t s s i x members w h i l e t h e NPA main ta ined

i t s t h r e e members.

By 1978, t h e NPA had r e - e s t a b l i s h e d its dominance on t h e s c h o o l

b o a r d , and , as N i e l s e n ' s (1980) s t u d y i n d i c a t e s , were c o n t i n u i n g t o show

s i g n s o f p a r t i s a n commitment. The NPA d i s p l a y e d p a r t i s a n committment

p r e v i o u s l y when i t s u p p o r t e d GEM, a n i n t e r e s t group, d u r i n g t h e 1974

s c h o o l board e l e c t i o n . N i e l s e n (1980) p o i n t s o u t t h a t a c o n s i s t e n t

p o l a r i z a t i o n of a t t i t u d e s e x i s t e d between NPA and COPE. On a l e f t / r i g h t

continuum NPA a t t i t u d e s f a v o u r t h e p o l i t i c a l r i g h t and COPE a t t i t u d e s

f a v o u r t h e p o l i t c a l l e f t . TEAM a t t i t u d e s on t h e o t h e r hand t ended t o f a l l

i n t h e c e n t r e on e d u c a t i o n a l i s s u e s b u t i t was n o t known whether t h i s i s

a n a v e r a g e o f i n d i v i d u a l l e f t / r i g h t t e n d e n c i e s o r i f i n d e e d TEAM members

a t t i t u d e s do a g g r e g a t e c e n t r a l l y ( N i e l s e n , 1980) .

I n 1980, t h e s c h o o l board e l e c t i o n under s t u d y , COPE had e l e c t e d f i v e

c a n d i d a t e s u p s e t t i n g t h e NPA dominance which was f u r t h e r weakened by t h e

e l e c t i o n of one independen t r e d u c i n g t h e NPA t o t h r e e s e a t s .

S i n c e t h a t e l e c t i o n , i n 1982, t h e NPA r e g a i n e d c o n t r o l o f t h e

Vancouver s c h o o l board by t h e same one v o t e margin o f t h e p r e v i o u s

3 2 e l e c t i o n . . I n o u r p a r l i a m e n t a r y s t y l e of governance t h e one member margin

and i t s impor tance t o p o l i t i c a l emphasis d u r i n g a t e r m of o f f i c e is

demons t ra ted by t h e l as t two e l e c t i o n s .

SUMMARY

I n summary, t h e two p r e v a i l i n g e d u c a t i o n a l i d e o l o g i e s , t h a t o f

p r o g r e s s i v i s m and t h a t o f t r a d i t i o n a l i s m a r e i l l u s t r a t e d by a h i s t o r i c a l

r e c a p i t u l a t i o n o f s e v e r a l prominent i n d i v i d u a l s from B r i t i s h Columbia ' s

p a s t .

The p o l i t i c a l i d e o l o g i c a l c o n c e p t o f a l e f t / r i g h t cont inuum is

d i s c u s s e d i n l i g h t o f A l l a n K o r n b e r g ' s work i n t h i s a r e a . The p r i n c i p l e

u n d e r l y i n g a l e f t i d e o l o g y would be a n e g a l i t a r i a n s o c i e t y w h i l e a r i g h t

i d e o l o g y would e s p o u s e f r e e i n d i v i d u a l c o m p e t i t i o n .

The p o l i t i c a l c o n t e x t o f t h e s t u d y h a s been d e s c r i b e d . The two most

s i g n i f i c a n t p a r t i e s a r e t h e S o c i a l C r e d i t p a r t y and t h e New Democrat ic

p a r t y a t t h e p r o v i n c i a l l e v e l and w h i l e t h e S o c i a l C r e d i t p a r t y h a s

managed t o dominate t h e p o l i t i c a l a r e n a f o r many y e a r s i ts b a l a n c e of

power h a s been t e n u o u s .

The u rban p o l i t i c a l c o n t e x t was a l s o d e s c r i b e d , a s h i f t h a s t a k e n

p l a c e i n l o c a l e l e c t i o n s from a l a r g e l y n o n - p a r t i s a n p r o c e s s t o t h a t o f

p o l i t i c a l campaigns.

CHAPTER I11

METHODOLOGY

T h i s c h a p t e r o u t l i n e s t h e p r o c e d u r e s f o l l o w e d t o examine t h e problem

u n d e r t a k e n i n t h i s s t u d y .

DATA REQUIRED

The d a t a e s s e n t i a l t o examine t h e subproblems o f t h e s t u d y r e l a t e d t o

t e a c h e r s ' e d u c a t i o n a l i d e o l o g y (traditionalism/progressivism) ; p o l i t i c a l

i d e o l o g y ( l e f t l r i g h t ) and s p e c i f i c demographic d a t a . The demographic d a t a

were: a g e , g e n d e r , l e v e l o f e d u c a t i o n , c a r e e r p lacement , r e l i g i o n ,

membership i n a p r o v i n c i a l p o l i t i c a l p a r t y , p r o v i n c i a l p a r t y s u p p o r t e d i n

t h e 1972, 1975 and 1979 e l e c t i o n s , and c a n d i d a t e s s u p p o r t e d i n t h e 1980

Vancouver s c h o o l board e l e c t i o n .

THE SAMPLE

The p o p u l a t i o n was t h e 3 ,316 t e a c h e r s l i s t e d i n t h e Vancouver Schoo l

Board D i r e c t o r y o f T r u s t e e s , O f f i c i a l s , T e a c h e r s and O t h e r S t a f f 1980-81

o f whom 1 , 9 7 6 (60%) a r e f emale and 1 , 3 4 0 (40%) are male. Of t h o s e

t e a c h e r s l i s t e d 1 , 9 3 1 a l s o r e s i d e i n Vancouver, of which 1 ,230 (64%) a r e

f e m a l e and 701 (37%) a r e male. The p o t e n t i a l sample was 500 t e a c h e r s

s e l e c t e d randomly and t o whom q u e s t i o n n a i r e s were mai led . The a c t u a l

sample was 202 r e s p o n d e n t s of whom 131 (65%) were female and 68 (33%) were

male ( t h r e e d i d n o t i n d i c a t e gender 1.49%). The c h i s q u a r e t e s t o f t h e

sample p r o p o r t i o n s w i t h t h e p o p u l a t i o n p r o p o r t i o n s i n t e r m s of gender

found on T a b l e 4 i n d i c a t e s t h e sample c l o s e l y r e s e m b l e s t h e p o p u l a t i o n i n

terms o f gender . Seven q u e s t i o n n a i r e s were n o t s u f f i c i e n t l y comple te t o

be i n c l u d e d i n t h e r e s u l t s which l e a v e 291 (58%) t e a c h e r s who d i d n o t

respond.

The 1980-81 D i r e c t o r y o f Teach ing s t a f f s by s c h o o l s i n d i c a t e 54% of

Vancouver t e a c h e r s a r e from e l e m e n t a r y s c h o o l s w h i l e t h e remain ing 46%

TABLE 4

CHI SQUARE TEST OF SAMPLE PROPORTIONS

WITH POPULATION PROPORTIONS IN TERMS OF GENDER

SAMPLE POPULATION CHI GENDER n - PROPORTION - n PROPORTION SQR P

MALE 68 .342 701 .363 .0019 <. 99>. 98

FEMALE 131 .658 1,230 .637

NOTE: Three respondents (1.49%) did not indicate gender. These responses

were distributed proportionally between the male and female proportions as

follows: 47% (Male) and 93% (Female).

3 5 t e a c h a c t h e s e c o n d a r y l e v e l . The c o m p o s i t i o n of t h e a c t u a l sample was

111 (55%) e l e m e n t a r y t e a c h e r s and 84 (42%) s e c o n d a r y t e a c h e r s e x c l u d i n g

s e v e n (3%) no r e s p o n s e s .

The a g e d i s t r i b u t i o n of t h e p o p u l a t i o n from form 2001 S t a t i s t i c s

Repor t J a n u a r y , 1982 p r o v i d e d by t h e Vancouver s c h o o l board i s summarized

on T a b l e 5. The c h i s q u a r e test o f t h e sample p r o p o r t i o n s w i t h t h e

p o p u l a t i o n p r o p o r t i o n s i n t e r m s o f a g e c a t e g o r i e s a l s o found on T a b l e 5

i n d i c a t e t h e sample c l o s e l y r e s e m b l e s t h e p o p u l a t i o n i n terms of a g e .

INSTRUMENTATION

EDUCATION SCALE V I I

The E d u c a t i o n S c a l e VII (ESVII) u t i l i z e d i n t h e s t u d y was developed

by K e r l i n g e r and Pedhazur (1967) . T h i s scale is a 30 i t e m , s e v e n p o i n t

summated r a t i n g s c a l e deve loped t o measure e d u c a t i o n a l a t t i t u d e s on two

main f a c t o r s , p r o g r e s s i v i s m a n d t r a d i t i o n a l i s m . The ESVII was developed

t o e x t e n d and improve items from e a r l i e r scales t o b e t t e r c o v e r t h e

e d u c a t i o n a l a t t i t u d e domain a n d i n c r e a s e t h e s c a l e r e l i a b i l i t y .

F a c t o r a n a l y s i s was used by K e r l i n g e r and Pedhazur (1967) t o c l a r i f y

r e l a t i o n s h i p s between a t t i t u d e v a r i a b l e s . The f a c t o r s o l u t i o n s had two

purposes : t o s t u d y t h e c o n t e n t o f e d u c a t i o n a l a t t i t u d e s by i n d i c a t i n g how

items l o a d on t h e f a c t o r s , and t o s u p p l y t h e c o r r e l a t i o n s among t h e

f a c t o r s . The a n a l y s i s i n d i c a t e d t h a t a t t i t u d e s toward e d u c a t i o n were

based on two r e l a t i v e l y u n c o r r e l a t e d f a c t o r s ( t r a d i t i o n a l i s m and

p r o g r e s s i v i s m ) . These f a c t o r s were s t a b l e o v e r d i f f e r e n t samples . The

s c a l e (ESVII) when t e s t e d ( K e r l i n g e r and Pedhazur , 1967) showed

s t a t i s t i c a l l y s i g n i f i c a n t r e l i a b i l i t y c o e f f i c i e n t s which averaged v a l u e s

of .80. Bledsoe (1976) f u r t h e r conf i rmed t h e v a l i d i t y and r e l i a b i l i t y o f

t h e ESVII.

E m p i r i c a l l y , t h e i m p l i c a t i o n s o f t h e scale a r e t h a t t h e r e a r e two

TABLE 5

C H I SQUARE TEST OF SAMPLE PROPORTIONS

WITH POPULATION PROPORTIONS

I N TERMS OF AGE CATERGORIES

AGE SAMPLE POPULATION (0-E) CATEGORIES E PROPORTION !! PROPORTION E

( 0 ) (E)

20-24

25-29

30-34

35-39

40-44

45-49

50-54

55-59

60-64

65-69

No Response

..............................................................

NOTE

C H I SQR = .3949

d f = 10

p = 70.99

37 main e d u c a t i o n a l a t t i t u d e s measured by t h e two g e n e r a l f a c t o r s ment ioned.

They a c c o u n t f o r most of t h e common v a r i a n t s of e d u c a t i o n a l a t t i t u d e

items. These f a c t o r s emerged c o n s i s t e n t l y i n second o r d e r f a c t o r a n a l y s i s

y i e l d i n g two r e l a t i v e l y u n c o r r e l a t e d ( o r t h o g o n a l ) sets of f a c t o r s .

N a t u r a l l y , t h e s u b - f a c t o r s w i t h i n t h e two s e t s were p o s i t i v e l y c o r r e l a t e d .

I n summary, though e d u c a t i o n a l a t t i t u d e s a p p e a r mul t i -d imens iona l ,

t h e y c a n be viewed as two r e l a t i v e l y i n d e p e n d e n t u n d e r l y i n g f a c t o r s . The

s c a l e (ESVII) t o measure t h e s e f a c t o r s deve loped by K e r l i n g e r and Pedhazur

(1967) was shown t o be s i g n i f i c a n t l y r e l i a b l e and v a l i d when t e s t e d o v e r a

v a r i e t y o f d i f f e r e n t c o n d i t i o n s and samples .

POLITICAL IDEOLOGY SCALE

The Kornberg P o l i t i c a l I d e o l o g y S c a l e (KPIS) was deve loped by

Kornberg and M i s h l e r (1976) and was used i n d i f f e r e n t fo rms p r e v i o u s l y by

M i s h l e r , Kornberg, L i n d q u i s t and Smith (1974) and Kornberg, M i s h l e r and

Smith ( 1 9 7 3 ) . T h i s s c a l e i s a f i v e i t e m , n i n e p o i n t summated r a t i n g s c a l e

deve loped t o measure p o l i t i c a l o r i e n t a t i o n a l o n g t h e p o l i t i c a l spec t rum

from l e f t t o r i g h t . For e a c h q u e s t i o n t h e r e s p o n d e n t s were p r e s e n t e d w i t h

a d iagram of a cont inuum on which t h e r e appeared two p o l a r p o s i t i o n s ( e g . ,

"Quebec s h o u l d be t r e a t e d d i f f e r e n t l y from o t h e r p r o v i n c e s t ' and "Quebec

s h o u l d be t r e a t e d j u s t l i k e a l l o t h e r p rov inces" ) and a mid p o i n t

(Appendix C , p . 156). Although t h e r e s p o n d e n t was p r e s e n t e d w i t h o n l y end

p o i n t s and t h e midd le marked, e a c h continuum was d i v i d e d i n t o n i n e

e q u i d i s t a n t p o i n t s w i t h t h e s u b s e q u e n t use o f a t r a n s p a r e n t o v e r l a y , s o

t h a t t h e r e s p o n d e n t was r e a l l y b e i n g a s k e d t o l o c a t e t h e i r p o s i t i o n on a

n i n e p o i n t s c a l e . The n i n e p o i n t s c a l e was a r r a n g e d s o t h a t t h e l e f t m o s t

r e s p o n s e r e c e i v e d t h e l o w e s t s c o r e and t h e r i g h t m o s t r e s p o n s e r e c e i v e d t h e

h i g h e s t s c o r e .

The q u e s t i o n s were i n t e n d e d t o d e l i n e a t e i n d i v i d u a l p o s i t i o n s on f i v e

38 s a l i e n t political i s s u e s i n Canada. These a r e :

i ) t h e i s s u e of b i c u l t u r a l c h a r a c t e r o f Canada as r e f l e c t e d i n t h e

c o n t r o v e r s y o v e r s p e c i a l s t a t u s f o r t h e P r o v i n c e of Quebec;

i i ) t h e u s e of t h e N a t i o n a l government ' s power and r e s o u r c e s t o

c r e a t e a more e g a l i t a r i a n s o c i e t y t h r o u g h t h e p r o v i s i o n of s o c i a l b e n e f i t s

s u c h as h e a l t h i n s u r a n c e and p e n s i o n s ;

i i i ) t h e i s s u e o f Canada ' s f e d e r a l s t r u c t u r e as r e f l e c t e d i n t h e

c o n t i n u i n g c o n t r o v e r s y o v e r t h e power and s t a t u s of t h e N a t i o n a l v i s -a -v i s

t h e P r o v i n c i a l governments ;

i v ) t h e c h a r a c t e r o f Canada ' s r e l a t i o n s h i p w i t h t h e Communist Bloc

c o u n t r i e s ; and

v ) t h e i s s u e of American i n v e s t m e n t i n Canada.

Kornberg e t a1 (Kornberg , M i s h l e r , and S m i t h , 1973) summarize t h e

r a t i o n a l e f o r t h e scale as f o l l o w s :

A t f i r s t s i g h t , t h e d e s i g n a t i o n as l e f t o f p o s i t i o n s t h a t f a v o u r b o t h s p e c i a l t r e a t m e n t f o r one p r o v i n c e (Quebec) and t h e s t r e n g t h e n i n g of t h e c e n t r a l government would seem c o n t r a d i c t o r y . But i t s h o u l d be u n d e r s t o o d t h a t t h e Quebec problem i s n o t s o l e l y o r even p r i m a r i l y l e g a l - j u r i s d i c t i o n a l b u t r a t h e r s o c i a l . S i n c e somewhat more t h a n 80% o f t h e French Canad ians a l w a y s have l i v e d i n t h e P r o v i n c e , w e would a r g u e t h a t "Quebec" g e n e r a l l y is i n t e r p r e t e d by Canad ians , p a r t i c u l a r l y by Canad ians i n t h e Western p r o v i n c e s ..., as a code word o r euphemism f o r F rench Canada - much i n t h e same way t h a t i n t h e Uni ted S t a t e s "crime i n t h e s t r e e t s " is r e g a r d e d as a euphemism f o r b l a c k s o r b l a c k crime. Thus , a l e f t p o s i t i o n on Quebec a d v o c a t e s s p e c i a l t r e a t m e n t n o t s o much f o r a p r o v i n c e b u t f o r a n e t h n i c m i n o r i t y t h a t h a s a l w a y s c o n s t i t u t e d 30% o r more of t h e n a t i o n a l p o p u l a t i o n .

It is l e s s c l e a r t h a t t h o s e who a d v o c a t e s t r e n g t h e n i n g t h e F e d e r a l government even a t t h e expense of t h e powers of t h e p r o v i n c e s are t a k i n g a l e f t p o s i t i o n . N e v e r t h e l e s s , t h e l e f t - l i b e r a l p o s i t i o n i n Canada, t h e Uni ted S t a t e s and most o t h e r c o u n t r i e s w i t h f e d e r a l s t r u c t u r e s h a s g e n e r a l l y been - a t leas t f o r most o f t h i s c e n t u r y - t h a t t h e f e d e r a l government s h o u l d be made more powerful . It is e a s i e r t o a s s i g n l e f t o r r i g h t l a b e l s t o t h e p o s i t i o n s r e s p o n d e n t s t o o k on t h e i s s u e o f t h e e x p a n s i o n of t h e powers o f government. A l e f t p o s i t i o n a d v o c a t e s t h a t g r e a t e r u s e be made of powers and r e s o u r c e s of t h e n a t i o n a l government t o

establish a more egalitarian society by providing social services; a rightist position advocates the opposite. Discerning a leftlright position on the issue of Canada's relationship with Communist Bloc countries is also not difficult. Historically (i.e., since World War 11, at least) the left in Canada and in other democracies has advanced closer relations-cultural, economic and political-with Communist bloc countries, while the right has generally taken the opposite view. Finally, a left position in Canada, as in other countries that have experienced a colonial relationship with another power, is to oppose anything that might facilitate exploitation by a colonizing power or circumscribe national independence. The right might has been less frequently troubled by such considerations (p. 167).

DEMOGRAPHIC DATA

The collection of demographic data were itemized as follows: age,

gender, level of education, career placement (i.e., Elementary Teacher,

Secondary Teacher, Elementary Principal, Secondary Principal, Elementary

Vice-principal, Secondary Vice-principal), religion (i.e. Catholic,

Protestant, Other), provincial party membership, provicial party voted for

in May, 1979, provincial party voted for in December, 1975, provincial

party voted for in August, 1972 (provision for not eligible and did not

vote was made for the provincial elections), did you vote in the Vancouver

school board election of 1980, and finally the respondent was asked to

check a maximum of nine candidates voted for in 1980 from a list of the

Vancouver school board candidates for that years election.

On May 15, 1981, a questionnaire package was mailed to the sample of

500 Vancouver teachers. Each package contained four parts: a

questionnaire (which included an introductory letter, the education

ideology instrument, the political orientation scale instrument, the

demographic data instrument and instructions for returning the

questionnaires, a "please check and return card" to determine who had

completed questionnaires on the assumption that those who would take the

time to return the card would likely have completed a questionnaire and

4 0 two s e l f - a d d r e s s e d e n v e l o p e s w i t h p o s t a g e s o t h e c a r d and q u e s t i o n n a i r e

c o u l d be r e t u r n e d s e p a r a t e l y t o e n s u r e anonymity . R e t u r n s r e c e i v e d were

184 , i n c l u d i n g 10 i n c o m p l e t e q u e s t i o n n a i r e s l e a v i n g 174 u s a b l e r e s p o n s e s .

T h e r e were 155 c a r d s r e c e i v e d s e p a r a t e l y .

A follow-up l e t t e r t o i n c r e a s e t h e number o f r e t u r n s was p r e p a r e d f o r

m a i l i n g J u n e 29, 1981. A p o s t a l s t r i k e p r e v e n t e d t h e l e t t e r from e v e r

b e i n g s e n t .

On Oc tober 8, 1981, a f t e r t e a c h e r s had a chance t o s e t t l e i n t o t h e

new t e r m , a second fol low-up l e t te r was p r e p a r e d and m a i l e d w i t h a

q u e s t i o n n a i r e and r e t u r n e n v e l o p e t o t e a c h e r s on t h e s u r v e y list who had

n o t r e t u r n e d a c a r d which s u g g e s t e d t h e y had comple ted a q u e s t i o n n a i r e .

The r e s u l t was 35 more r e t u r n s r e c e i v e d , s e v e n o f which were i n c o m p l e t e ,

b r i n g i n g t h e t o t a l u s a b l e r e s p o n s e s t o 202.

DATA TREATMENT

The d a t a was coded on t o a n 80 column code s h e e t accommodating one

q u e s t i o n p e r l i n e . Columns one t o 30 were d e d i c a t e d f o r r e s p o n s e s t o

t h e E d u c a t i o n a l S c a l e VII (ESVII) which a l lowed r e s p o n d e n t s s i x o p t i o n s :

-3, -2, -1, +1, +2, +3. The r e s p o n s e s were coded u s i n g z e r o f o r -3

t h r o u g h t o s i x f o r +3. Columns 31 t o 3 5 were d e d i c a t e d f o r r e s p o n s e s t o

t h e Kornberg P o l i t i c a l I d e o l o g y S c a l e (KPIS). The mid p o i n t was g i v e n a

code o f f o u r and w i t h t h e u s e of a t r a n s p a r e n t o v e r l a y e i g h t e q u i d i s t a n t

i n t e r v a l s were coded from l e f t t o r i g h t z e r o , o n e , two, t h r e e , f o u r , f i v e ,

s i x , s e v e n , e i g h t . The demographic d a t a were coded as f o l l o w s : a g e

r e q u i r e d two columns ( 3 6 and 37) t o accommodate a two d i g i t number from

o n e t o 10 s i n c e a g e inc remented by f i v e y e a r s and needed 1 0 r e s p o n s e s ,

gender (column 3 8 ) was coded o n e f o r f emale and two f o r male, e d u c a t i o n

(column 39) w a s coded from one t o f i v e w i t h one t o code f o r t h r e e y e a r s

u n i v e r s i t y t h r o u g h t o f i v e f o r a d o c t o r a l d e g r e e , c a r e e r p lacement (column

4 1 4 0 ) coded one t o s i x w i t h one t h e code f o r Elementary Teacher t h r o u g h t o

s i x f o r Secondary V i c e - p r i n c i p a l , r e l i g i o n (column 41) was coded one t o

t h r e e w i t h one t h e code f o r C a t h o l i c t h r o u g h t o t h r e e f o r o t h e r ,

p r o v i n c i a l p a r t y member (column 4 2 ) coded one t o s i x w i t h one t h e code f o r

C o n s e r v a t i v e t h r o u g h t o s i x t h e code f o r none, P r o v i n c i a l P a r t y v o t e d f o r

May, 1979 (column 4 3 ) coded from o n e t o s e v e n w i t h one t h e code f o r

C o n s e r v a t i v e t h r o u g h t o s e v e n t h e code f o r d i d n o t v o t e , P r o v i n c i a l P a r t y

v o t e d f o r i n December, 1975 (column 44) was coded t h e same as column 4 3 as

was column 4 5 , P r o v i n c i a l P a r t y v o t e d f o r i n August , 1972, d i d n o t v o t e i n

t h e Vancouver s c h o o l board e l e c t i o n s o f 1980 was coded one f o r y e s and two

f o r no , column 47 t h r o u g h column 74 e a c h r e p r e s e n t a n i n d i v i d u a l c a n d i d a t e

a s t h e y a p p e a r on a l ist b e g i n n i n g T. Alsbury a t column 46 t h r o u g h t o P.

W e i n s t e i n a t column 7 4 , o n e is t h e code f o r r e c e i v i n g a v o t e and a b l a n k

s i g n i f i e s no v o t e , column 75 t h r o u g h 77 were n o t u s e d w h i l e column 78

t h r o u g h 80 i n d i c a t e t h e q u e s t i o n n a i r e number l a b e l e d a t t h e time o f c o d i n g

f o r r e f e r e n c e .

INCOMPLETE QUESTIONNAIRES

Some q u e s t i o n n a i r e s were n o t completed e n t i r e l y and t h e r e f o r e s u c h

q u e s t i o n n a i r e s were n o t coded. Blanks were l e f t on t h e computer c o d i n g

s h e e t s i f no r e s p o n s e was g i v e n t o a c e r t a i n q u e s t i o n . Whenever a

r e s p o n s e was o m i t t e d t h e "n" was a d j u s t e d a c c o r d i n g l y .

COMPUTER ANALYSIS

The S t a t i s t i c a l Package f o r t h e S o c i a l S c i e n c e s (SPSS) was used t o

o b t a i n f r e q u e n c y d i s t r i b u t i o n s , c h i s q u a r e t e s t s , one way a n a l y s i s o f

v a r i a n c e , Pea rson p r o d u c t moment c o r r e l a t i o n s , t t e s t s , m u l t i p l e

r e g r e s s i o n a n a l y s i s and c r o s s t a b u l a t i o n of s e l e c t e d v a r i a b l e s . The

v a r i a b l e p r o v i n c i a l p a r t y membership w a s n o t i n c l u d e d i n t h e a n a l y s i s .

I n t h i s c h a p t e r , t h e r e s e a r c h me thodo logy employed i n t h e s t u d y h a s

been r e v i e w e d . The d a t a r e q u i r e d f o r t h e s t u d y , t h e p r o c e d u r e s and t h e

i n s t r u m e n t s u s e d t o measu re t h e v a r i a b l e s u n d e r s t u d y h a v e been d e s c r i b e d .

The s a m p l e c h o s e n was a s t r a t i f i e d random s a m p l e o f Vancouver T e a c h e r s .

F i n a l l y , t h e s t a t i s i c a l t r e a t m e n t o f t h e d a t a f o r t h e s e t e a c h e r s h a s been

o u t l i n e d .

CHAPTER IV

FINDINGS, ANALYSIS AND DISCUSSION

BACKGROUND

The educational system is a subsystem of a more general political

system. Pedagogically, teachers are guided by two quite different

philosohphical approaches to education. A traditional position exists

which states that schools must reflect society. This educational ideology

would place the teacher in the role of compliant implementer while the

student is directed through prescribed courses. The progressive

antithesis suggests that schools should do more, that free compulsory

education was intended as an instrument of social improvement. The

teacher's role would be that of reformer and the student would be given

more responsibility for his/her learning with emphasis on intellectual

process rather than course content.

The political system also has two conspicuous ideologies. The

leftist view frequently referred to as liberal is based on egalitarian

principles which envisions the distribution of resources to the benefit of

the collective whole. A rightist view often called conservative is based

on individual competition while distribution of resources is through "free

enterprise".

Teachers in the educational system must develop a set of beliefs to

guide them in proportioning degrees of loyalty to often competing

responsibilities to determine their perceived role. The teachers have

responsibility to their employer, the elected trustees empowered by the

provincial government to set policies within a school district, to their

colleagues, to their students, to parents, and to themselves. In

determining this role , teachers are typically highly influenced, directly

and indirectly, by an educational establishment which includes the

44 Ministry of Education, the school board, the universities, the academic

research communities and the teachers' associations. They are also firmly

embedded in this system having gone from the classroom in the school to

the classroom in the university and back to the classroom in the school.

The most obvious consequence of education is that of socialization and

since teachers developed their political and educational ideologies within

the educational system the question arises "are the political and

educational ideologies of teachers related?". If these ideologies are

related do they relate to certain personal characteristics of teachers?

Political ideology can be measured using Kornberg's KPIS scale which

will assign a value for the respondent on a scale from leftist ideology to

rightist ideology where leftist has the lowest value on the scale. These

values may be compared with Kerlinger's ESVII scale which will determine

teachers educational preference in terms of a traditional approach or a

progressive approach to education.

A second question comes to light, "if these political and educational

ideologies are related, do they also relate to a teachers' voting

behaviour?". In the last decade political activity in the educational

community has increased dramatically. The educational system has been

influenced by many interest groups of unequal power with varying degrees

of effectiveness. Typical interest groups have been the provincial

government whose central concern has been finance, teachers' groups

concerned about working and learning conditions, parents' groups promoting

special programs for their children, groups associated for special causes

such as multiculturalism and nonsexism, and political parties promoting

candidates during an election. The focus of this attention has been the

school board which has transformed from an apolitical body to a political

one. A comparison of the party voted for in the 1972, 1975, and 1979

4 5 provincial elections, the 1980 Vancouver school board election and

teachers political and educational ideologies should reveal whether a

relationship exists between these variables. In this chapter an analysis

of the data is presented. The chapter is divided in two major sections

which give information about:

i. The relationship between the educational and political ideologies

of a random sample of teachers in the Vancouver school district.

ii. The relationship between the educational and political ideologies

of these teachers and their voting behaviour in the 1972, 1975, and 1979

provincial elections and the 1980 Vancouver school board election.

THE RELATIONSHIP BETWEEN THE EDUCATIONAL

IDEOLOGIES AND POLITICAL IDEOLOGIES OF

A RANDOM SAMPLE OF TEACHERS IN THE

VANCOUVER SCHOOL DISTRICT INTRODUCTION

In this section we examine the two subproblems related to the

investigation of this relationship. The subproblems are:



(leftlright) of teachers?


teachers relate to teachers' personal characteristics?

ANALYSIS OF SUBPROBLEM 1



(lef t/right) of teachers?

FINDINGS ~

The ESVII s c a l e was used t o a s s i g n t e a c h e r s i n t o t h e e d u c a t i o n a l

c a t e g o r i e s o f t r a d i t i o n a l and p r o g r e s s i v e . A Pea r son test was t h e n used

t o d e t e r m i n e i f a r e l a t i o n s h i p e x i s t s between t h e s e two i d e o l o g i e s . The

r e s u l t ( T a b l e 6 ) i s a n e g a t i v e c o e f f i c i e n t w i t h a s i g n i f i c a n c e of p < .001

which s u g g e s t s t r a d i t i o n a l i s m and p r o g r e s s i v i s m as measured by t h e ESVII

s c a l e a r e s i g n i f i c a n t l y and n e g a t i v e l y r e l a t e d .

The KPIS w a s used t o a s s i g n a v a l u e t o t h e r e s p o n d e n t which would

i n d i c a t e t endency toward l e f t i s t o r r i g h t i s t p o l i t i c a l v iews. A low KPIS

would i n d i c a t e a l e f t i s t i d e o l o g y and c o n v e r s e l y a h i g h KPIS a r i g h t i s t

i d e o l o g y . The Pearson c o r r e l a t i o n was used t o r e l a t e KPIS w i t h

t r a d i t i o n a l ESVII s c o r e s and p r o g r e s s i v e ESVII s c o r e s . The r e s u l t r e v e a l s

t h a t KPIS s c o r e s are p o s i t i v e l y and s i g n i f i c a n t l y r e l a t e d t o

t r a d i t i o n a l i s m , a l t h o u g h p e r h a p s weakly , s i n c e t h e p o s i t i v e c o e f f i c i e n t

.17 h a s a s i g n i f i c a n c e o f p < . O 1 and n e g a t i v e l y and s i g n i f i c a n t l y r e l a t e d

t o p r o g r e s s i v i s m s i n c e t h e n e g a t i v e c o e f f i c i e n t -.29 h a s a s i g n i f i c a n c e of

p < .001 ( T a b l e 7 ) . T h i s s u g g e s t s t h a t t r a d i t i o n a l t e a c h e r s a r e r i g h t i s t

i n t h e i r p o l i t i c a l i d e o l o g y and t h a t p r o g r e s s i v e t e a c h e r s a r e l e f t i s t i n

t h e i r p o l i t i c a l i d e o l o g y .

DISCUSSION

K e r l i n g e r and Pedhazur (1967) u t i l i z i n g t h e ESVII s c a l e de te rmined

t h a t a t t i t u d e s toward e d u c a t i o n were based on two r e l a t i v e l y u n c o r r e l a t e d

f a c t o r s , t h a t of t r a d i t i o n a l i s m and p r o g r e s s i v i s m . They found t h e s e

f a c t o r s t o be s t a b l e o v e r d i f f e r e n t samples and t h e ESVII s c a l e showed

s t a t i s t i c a l l y s i g n i f i c a n t r e l i a b i l i t y c o e f f i c i e n t s a v e r a g i n g v a l u e s o f

.80. O t h e r s ( B r u n e r , Goodnow, and

a l t h o u g h e d u c a t i o n a l a t t i t u d e s a r e

a d h e r e t o a p r o c e s s o f d ichotomous

i I

A u s t i n , 1956, chap. 1 ) ment ion t h a t

m u l t i d i m e n s i o n a l , i n d i v i d u a l s g e n e r a l l y

c a t e g o r i z i n g . The i m p l i c a t i o n s o f

TABLE 6

PEARSON CORRELATION BETWEEN T R A D I T I O N A L

E S V I I SCORES AND P R O G R E S S I V E E S V I I SCORES O F TEACHERS

TABLE 7

PEARSON INTERCORRELATIONS BETWEEN KPIS

OF TEACHERS AND TRADITIONAL ESVII SCORES

AND PROGRESSIVE ESVII SCORES OF TEACHERS

.......................................................

TRADITIONAL ESVII PROGRESSIVE ESVII

49 these studies are that there are two main educational attitudes and that

these factors, traditionalism and progressivism, are two consistently

uncorrelated sets of factors. The results of this study reveal these two

variables are significantly and negatively related which is contradictory

to the Kerlinger and Pedhazur (1967) study. A discrepancy exists then

between this study and that of Kerlinger and Pedhazur (1967).

Kornberg, Mishler and Smith (1973) observed consistencies in

political ordering on a leftlright KPIS on particular Canadian political

issues. The leftlright continuum of political ideology is a conceptual

abstraction that is supported by teachers perceptions in this study which

is consistent with the previous work (Kornberg, Mishler and Smith, 1973)

and fundamental to the subsequent comparison of educational and political

ideologies. The findings reveal that educational and political ideologies

are related. A traditional teacher is rightist politically and a

progressive teacher is leftist politically which suggests that these

ideologies are part of a cohesive integrated philosophy which guide

teachers socially and politically. That this relationship exists gives

rise to a question about the nature of the relationship. Does it relate

to certain personal characteristics of teachers?



teachers relate to teachers personal characteristics.

FINDINGS

Three tests were employed in the analysis of this subproblem. First

a t test of significant means on traditional ESVII scores, progressive

ESVII scores and KPIS by gender was done. The t test on traditional ESVII

scores by gender (Table 8) indicates that males have higher means (x =

3.77) than females (x = 3.54). These means are significantly different

TABLE 8

t TEST OF SIGNIFICANT DIFFERENCES

OF MEANS ON TRADITIONAL ESVII

SCORES BY GENDER

TRADITIONAL ESVII SCORES

S.D.

FEMALE 13 1

MALE 68

NOTE

df = 197

5 1 (p < .05) which suggests males are more traditional in their approach to education than females. A similar analysis (Table 9) for progressive

ESVII scores falls within the p < .O1 level of significance and shows that

females have higher means (x = 4.76) than males (x = 4.50) indicating

females are more progressive than males in Vancouver teachers. The t test

result on KPIS (Table 10) produces a probability level higher than the .05

level of significance and thus no statistically significant difference

exist between males and females.

Secondly, the Pearson correlation was done between ESVII scores, KPIS,

age, gender and educational level of teachers. The results are shown in

Table 11. Age and traditional ESVII scores produce a probability greater

than the .05 level of significance and thus no significant correlation

exists between age and traditional teachers. Age and the progressive

ESVII scores have a negative coefficient (p < .01) which means a younger

teacher tends to be progressive. Age and KPIS have a positive coefficient

(p < .05) which suggests young teachers also tend to be leftist. Gender

and traditional ESVII scores have a positive coefficient (p < .05) which

can be interpretted as traditional teachers tend to be male. A negative

coefficient (p < .01) for gender and progressive ESVII scores indicate

progressive teachers tend to be female. The relationship between gender

and KPIS is beyond the .05 level of significance and therefore no

significant correlation was found between gender and political left/right

orientation. Level of education was not significant for ESVII scores but

KPIS is significant (p < .01) and relates negatively indicating the more

educated Vancouver teachers were the more likely they were to be leftist.

Thirdly, a one way analysis of variance and test of significant

difference of means was done on ESVII scores and KPIS by age, religion and

career placement. Significant differences in age do not appear for

TABLE 9


OF MEANS ON PROGRESSIVE ESVII

SCORES BY GENDER

PROGRESSIVE ESVII SCORES

FEMALE 131 4.76 .59 2.87 < .Ol

MALE 68 4.50 .63

NOTE

TABLE 10


OF MEANS ON KPIS BY GENDER

KPIS -

n - X S.D. t P

FEMALE 131

MALE 68

NOTE

A high KPIS indicates rightist ideology

TABLE 11

PEARSON CORRELATIONS BETKEEN THE TRADITIONAL ES\'II,

PROGRESSIVE ESVII AND KPIS OF TEACHERS

AND SELECTED PERSONAL CHARACTERISTICS OF TEACBERS

TRADITIONAL PROGRESSIVE KPIS

ESVII ESVII

AGE

GENDER 13':

EDUCATION LEVEL -.03

A pos i t ive c o r r e l a t i o n with gender i n d i c a t e s a r e l a t i o n s h i p

between males and the sco res ; a negat ive c o r r e l a t i o n with gender

i n d i c a t e s a r e l a t i o n s h i p between females and the sco res .

A pos i t ive KPIS c o r r e l a t i o n i n d i c a t e s a r i g h t i s t r e l a t i o n s h i p .

55 t r a d i t i o n a l ESVII s c o r e s ( T a b l e 1 2 ) , p r o g r e s s i v e ESVII s c o r e s ( T a b l e ! 3 ) ,

o r KPIS ( T a b l e 1 4 ) . S i g n i f i c a n t d i f f e r e n c e s d o a p p e a r b e t w e e n r e l i g i o u s

c a t e g o r i e s . F o r t r a d i t i o n a l ESVII s c o r e s ( T a b l e 15) a n d XPIS ( T a b l e 1 7 )

s i g n i f i c a n t d i f f e r e n c e s e x i s t b e t w e e n C a t h o l i c a n d O t h e r a n d P r o t e s t a n t

a n d O t h e r . P r o g r e s s i v e ESYII s c o r e s d i d n o t show a n y s i g n i f i c a n t

d i f f e r e n c e s b e t w e e n t h e r e l i g i o u s c a t e g o r i e s ( T a b l e 1 6 ) . C a r e e r p l a c e m e n t

d i d n o t show s i g n i f i c a n t d i f f e r e n c e s b e t w e e n t h e t h r e e v a r i a b l e s

t r a d i t i o n a l ESYII ( T a b l e 18 ) , p r o g r e s s i v e ESYII ( T a b l e 19) o r KPIS ( T a b l e

20).

DISCUSSION

B e h a v i o u r i s t h e o u t c o m e o f a c o m p l e x c o m b i n a t i o n o f i n f l u e n c e s . T h e

r e l a t i o n s h i p o f t e a c h e r s ' e d u c a t i o n a l a n d p o l i t i c a l i d e o l o g i e s t o p e r s o n a l

c h a r a c t e r i s t i c s r e v e a l s s e v e r a l c o n s i s t e n c i e s . D i f f e r e n c e s i n g e n d e r

a p p e a r t o h a v e a b a s i s f o r d i f f e r e n c e s i n p h i l o s o p h i c a l a p p r o a c h t o

e d u c a t i o n . T h e t tes t a n d t h e P e a r s o n t e s t c o n c u r t h a t f o r t h i s s a m p l e

f e m a l e t e a c h e r s t e n d t o b e p r o g r e s s i v e a n d male t e a c h e r s t e n d t o b e

t r a d i t i o n a l . A s imilar r e l a t i o n s h i p f o r g e n d e r a n d p o l i t i c a l 1deolog:L. icas

n o t s u p p o r t e d f o r t h i s s a m p l e .

Age a l s o e m e r g e s a s a f a c t o r i n e d u c a t i o n a l a n d p o l i t i c a l i d e o l o g i e s

i n t h e V a n c o u v e r t e a c h e r s . The P e a r s o n t e s t i n d i c a t e s a n e g a t i v e

r e l a t i o n s h i p b e t w e e n a g e a n d t e a c h e r s w i t h p r o g r e s s i v e ESVII s c o r e s . T h i s

s u s g e s E s t h a t f o r t h i s s a m p l e y o u n g e r t e a c h e r s w e r e % o r e p r o g r e s s i \ , e i n

t h e i r philosophical a p p r o a c h t o e d u c a t i o n . T h e F e a r s o n t e s t ( T a b l e 11)

i n d i c a t e s a p o s i t i v e r e l a t i o n s h i p b e t w e e n KPIS a n d age s u g g e s t i n s t h a :

y o u n g e r t e a c h e r s v e r e more l e f t i s t a n d o l d e r t e a c h e r s u e r e n o r e r i s h t i s r

i n t h i s s a m p l e . A o n e way a n a l y s i s cf v a r i a n c e S i d n o t s h o ~ s i g n i f i c a n ;

d i f f e r e n c e s w i t h i n t h e .05 l e v e l o f s i g n i f i c a n c e betl.ceen a g e g r o u p s f o r

ESYII s c o r e s o r KPIS w h i c h d o e s n o t s u p p o r t :he P e a r s o n t e s t r e s u l c s . The

t e s t c o n t i n u e d o n pci2e: uS

TABLE 12

ONE WAY ANALYSIS OF VARIANCE

AND TEST OF SIGNIFICANT DIFFERENCE OF

MEANS ON TRADITIONAL ESVII SCORES BY AGE

TRADITIONAL ESVII SCORES SIGNIFICANT

- DIFFERENCE AGE n x S.D. F P BETWEEN 35

PAIRED MEANS

.82 1.05 n.s. None

.65

................................................................

NOTE

df = 9,191

-2 Student-Newman-Keuls Procedure, alpha = .05

TABLE 13



MEANS ON PROGRESSIVE ESVII SCORES BY AGE

PROGRESSIVE ESVII SCORES SIGNIFICANT

- DIFFERENCE AGE n x S.D. F P BETWEEN * -

PAIRED MEANS

None

NOTE

df = 9,191

35 Student-Newman-Keuls Procedure, alpha = .05

TABLE 14



MEANS ON KPIS BY AGE

KPIS SIGNIFICANT

- DIFFERENCE AGE 2 x S.D. F P BETWEEN X-

PAIRED MEANS

1.77 1.52 n.s. None

1.53

................................................................

NOTE

df = 9,191

+* Student-Newman-Keuls Procedure, a l p h a = .05

TABLE 15



MEANS ON TRADITIONAL ESVII SCORES BY RELIGION

TRADITIONAL ESVII SCORES

- L! x S.D. F P

SIGNIFICANT DIFFERENCE BETWEEN * PAIRED MEANS

CATHOLIC 2 1 3.93 .89 OTHER/

PROTESTANT 106 3.71 .67 8.28 < .001 CATHOLIC OTHER /

OTHER 5 5 3.32 .62 PROTESTANT

NOTE

* Student-Neuman-Keuls-Procedure, alpha = .05

TABLE 16



MEANS ON PROGRESSIVE ESVII SCORES BY RELIGION

SIGNIFICANT - DIFFERENCE

n - x S.D. F P BETWEEN 3:-

PAIRED MEANS

CATHOLIC 2 1 4.65 .68

PROTESTANT 106 4.66 .61 NONE

OTHER 5 5 4.74 .57

NOTE

* Student-Neuman-Keuls-Procedure, a l p h a = .05

TABLE 17



MEANS ON KPIS BY RELIGION

KPIS SIGNIFICANT

- DIFFERENCE n - x S.D. F P BETWEEN *

PAIRED MEANS

CATHOLIC 2 1 4.47 1.80 OTHER/ PROTESTANT

PROTESTANT 106 4.04 1.48 5.59 < .O1 OTHER/

OTHER 5 5 3.31 1.65 CATHOLIC

NOTE

* Student-Neurnan-Keuls-Procedure, alpha = .05

TABLE 18


AND TEST SIGNIFICANT DIFFERENCE OF

MEANS ON TRADITIONAL ESVII SCORES

BY CAREER PLACEPlENT

TRADITIONAL ESVII SCORES SIGNIFICANT

- DIFFERENCE n - x S.D. F P BETWEEN ++

PAIRED MEANS

Elementary 105 3.60 .69 Teacher

Secondary 81 3.62 .70 Teacher

.94 n.s. NONE Elementary 5 3.47 1.06 Principal

Secondary 1 3.27 Principal

Elementary 1 4.20 V-Principal

Secondary 2 4.55 1.29 V-Principal

NOTE

df = 5,189


, TABLE 19



MEANS ON PROGRESSIVE ESVII SCORES

BY CAREER PLACEMENT

PROGRESSIVE ESVII SCORES SIGNIFICANT

- DIFFERENCE n x S.D. F P BETWEEN *

PAIRED MEANS

Elementary 105 4.73 .57 Teacher

Secondary 81 4.56 .64 Teacher

1.01 n.s. NONE Elementary 5 4.91 .93 Principal

Secondary 1 5.13 Principal


Secondary 2 4.80- .09 V-Principal

NOTE

* Student-deuman-Keuls-Procedure, alpha = .05

TABLE 20



MEANS ON KPIS BY CAREER PLACEMENT

KPIS SIGNIFICANT DIFFERENCE

!I H S.D. F P BETWEEN * PAIRED MEANS

Elementary 105 3.94 1.67 Teacher

Secondary 81 3.68 1.58 Teacher

Elementary 5 4.44 2.16 Principal

.45 n.s. NONE Secondary 1 4.60 Principal


Secondary 2 3.90 2.12 V-Principal

NOTE

++ Student-Neuman-Keuls-Procedure, alpha = .05

6 5 r e l a t i o n s h i p s t o a g e g r o u p s may be accoun ted f o r by a v a r i e t y o f f a c t o r s .

T e a c h e r s may be i n f l u e n c e d by t h e e d u c a t i o n a l env i ronment and become more

t r a d i t i o n a l and more r i g h t i s t w i t h y e a r s o f e x p e r i e n c e . It i s a l s o

p o s s i b l e t h a t t h e b u r e a u c r a t i c environment p roduces more d i s s o n a n c e f o r

t h e more p r o g r e s s i v e and l e f t i s t t e a c h e r s and c o n s e q u e n t l y t h e y do n o t

remain as l o n g as t h e i r c o u n t e r p a r t s i n t e a c h i n g . F i n a l l y , d i f f e r e n t

c o n d i t i o n s may have p r e v a i l e d d u r i n g t h e v a r i o u s p e r i o d s o f r e c r u i t m e n t

f o r t h e s e a g e g roups which have favoured one i d e o l o g y o v e r a n o t h e r . It is

n o t e d t h a t t h e r e l a t i o n s h i p is s u p p o r t e d by t h e P e a r s o n t es t b u t n o t t h e

one way a n a l y s i s of v a r i a n c e which can be e x p l a i n e d by t h e c o n s e r v a t i v e

Student-Neuman-Keuls p r o c e d u r e which may n o t i n d i c a t e a s i g n i f i c a n t

d i f f e r e n c e between t h e f a c t o r s .

A n e g a t i v e c o r r e l a t i o n between KPIS and l e v e l o f e d u c a t i o n

s u g g e s t s t h a t t h e more h i g h l y e d u c a t e d t e a c h e r s i n t h i s g r o u p t e n d t o be

l e f t i s t ( T a b l e 1 1 ) . Kornberg, M i s h l e r and s m i t h (1973) found " t h a t t h e

p a r t i e s are c a p a b l e o f b e i n g o r d e r e d i n a l e f t / r i g h t f a s h i o n o n l y on

p a r t i c u l a r i s s u e s and t h a t t h e more knowledgeable and p o l i t i c a l l y

s o p h i s t i c a t e d i n d i v i d u a l s a r e , t h e more f r e q u e n t l y t h e y o r d e r p a r t i e s i n

t h i s f a s h i o n " (p . 184) . T h i s p o i n t a p p e a r s t o be s u p p o r t e d h e r e and i n

a d d i t i o n t h a t t e a c h e r s , t y p i c a l l y a h i g h l y e d u c a t e d g r o u p , are more

p o l i t i c a l l y l e f t w i t h h i g h e r l e v e l s of e d u c a t i o n . T h i s may be a n a r t i f a c t

o f t h e g roup s t u d i e d b u t i t c o u l d a l s o mean t h a t a p r o c e s s o f s e l e c t i o n

t a k e s p l a c e as one g o e s t h r o u g h t h e d i f f e r e n t l e v e l s o f e d u c a t i o n which

f a v o u r s a l e f t i s t i d e o l o g y o r t h a t a t e a c h e r becomes more l e f t i s t w i t h

more e d u c a t i o n . The p o s s i b l e p o l i t i c a l i m p l i c a t i o n is t h a t t h e b a l a n c e of

l e f t / r i g h t p o l i t i c a l i d e o l o g y may be a l t e r e d by t h e p r o c e s s o f t h e

e d u c a t i o n sys tem.

A one way a n a l y s i s o f v a r i a n c e on ESVII s c o r e s and KPIS i n d i c a t e no

6 6 r e l a t i o n s h i p w i t h c a r e e r p lacement w i t h i n t h e .05 l e v e l o f s i g n i f i c a n c e .

These r e s u l t s a r e l o g i c a l s i n c e t h e d i f f e r e n c e s between i n d i v i d u a l

t e a c h e r s o c c u p a t i o n a l l e v e l s i s minimal r e s u l t i n g i n a r e l a t i v e l y

h o r i z o n t a l s t r u c t u r e compared t o o t h e r o c c u p a t i o n s .

R e l i g i o n produced l o g i c a l r e s u l t s i n t h a t t h e means f o r t r a d i t i o n a l

t e a c h e r s a r e h i g h e r f o r C a t h o l i c s t h a n f o r P r o t e s t a n t s and l o w e s t f o r

O t h e r s . KPIS means f o r r e l i g i o n were a l s o h i g h e s t o r r i g h t i s t f o r

C a t h o l i c s fo l lowed by P r o t e s t a n t s and t h e n O t h e r s . T h i s would be e x p e c t e d

s i n c e t h e C a t h o l i c and P r o t e s t a n t r e l i g i o n s have l o n g h i s t o r i e s of

t r a d i t i o n w i t h C a t h o l i c i s m l e a d i n g i n t r a d i t i o n . The s i g n i f i c a n t

d i f f e r e n c e s between bo th C a t h o l i c and P r o t e s t a n t and Other f o r t r a d i t i o n a l

ESVII and KPIS can a l s o be e x p l a i n e d by t h e homogenous n a t u r e o f t h e s e two

r e l i g i o n s r e l a t i v e t o O t h e r , a n unkown m i x t u r e .

THE RELATIONSHIP BETWEEN THE EDUCATIONAL

AND POLITICAL IDEOLOGIES OF THESE TEACHERS

AND THEIR VOTING BEHAVIOUR I N THE 1972, 1975,

AND 1979 PROVINCIAL ELECTIONS AND THE 1980

VANCOUVER SCHOOL BOARD ELECTION.

INTRODUCTION

I n t h i s s e c t i o n t h e r e s u l t s r e l a t i n g t o f i v e subproblems a r e

examined. The subproblems a r e :

What was t h e p a t t e r n of t e a c h e r s ' v o t i n g behav iour i n Vancouver ' s

f i v e e l e c t o r a l d i s t r i c t s i n t h e 1972, 1975, and 1979 p r o v i n c i a l e l e c t i o n s

and t o what e x t e n t was t h i s v o t i n g p a t t e r n congruen t w i t h t h a t o f t h e

g e n e r a l e l e c t o r a t e ?

To what e x t e n t were t h e e d u c a t i o n a l and p o l i t i c a l i d e o l o g i e s o f

t e a c h e r s r e l a t e d t o t h e v o t i n g behav iour o f t e a c h e r s i n t h e 1972, 1975,

and 1979 p r o v i n c i a l e l e c t i o n s ?

What was t h e p a t t e r n of t e a c h e r s ' v o t i n g behav iour i n t h e 1980

Vancouver s c h o o l board e l e c t i o n and t o what e x t e n t was t h i s p a t t e r n

c o n g r u e n t w i t h t h a t of t h e g e n e r a l e l e c t o r a t e ?


t e a c h e r s r e l a t e d t o t h e v o t i n g behav iour of t e a c h e r s i n t h e 1980 Vancouver

s c h o o l board e l e c t i o n ?

To what e x t e n t was t h e v o t i n g behav iour o f t e a c h e r s i n t h e 1972,

1975, and 1979 p r o v i n c i a l e l e c t i o n s and t h e 1980 Vancouver s c h o o l board

e l e c t i o n r e l a t e d t o p e r s o n a l c h a r a c t e r i s t i c s o f t e a c h e r s ?

ANALYSIS OF SUBPROBLEM. 3

What was t h e p a t t e r n of t e a c h e r s ' v o t i n g behav iour i n Vancouver ' s

f i v e e l e c t o r a l d i s t r i c t s i n t h e 1972, 1975, 1979 p r o v i n c i a l e l e c t i o n s and

t o what e x t e n t was t h i s v o t i n g p a t t e r n c o n g r u e n t w i t h t h a t o f t h e g e n e r a l

e l e c t o r a t e ?

FINDINGS

The p a t t e r n of t e a c h e r s v o t i n g behav iour i n t h e 1972 p r o v i n c i a l

e l e c t i o n ( T a b l e 21) i n d i c a t e s t h a t Vancouver t e a c h e r s vo ted a lmos t t h r e e

times more o f t e n f o r NDP t h a n f o r S o c i a l C r e d i t and t h a t v o t i n g f o r t h e

S o c i a l C r e d i t and L i b e r a l p a r t i e s r e c e i v e d a n a p p r o x i m a t e l y e q u i v a l e n t

number o f v o t e s w h i l e t h e C o n s e r v a t i v e s t r a i l e d i n p o p u l a r i t y . T h i s

v o t i n g p a t t e r n when compared t o t h e g e n e r a l e l e c t o r a t e ( T a b l e 22) r e v e a l s

15% more t e a c h e r s vo ted f o r NDP t h a n t h e g e n e r a l e l e c t o r a t e and 11% fewer

t e a c h e r s vo ted f o r t h e S o c i a l C r e d i t p a r t y t h a n t h e g e n e r a l e l e c t o r a t e .

The g e n e r a l e l e c t o r a t e a l s o vo ted 4% more f o r t h e C o n s e r v a t i v e p a r t y t h a n

t h e t e a c h e r s .

The p a t t e r n o f t e a c h e r s v o t i n g i n t h e 1975 p r o v i n c i a l e l e c t i o n ( T a b l e

23) i n d i c a t e s t h a t Vancouver t e a c h e r s voted more f o r t h e NDP t h a n f o r t h e

TABLE 21

PROVINCIAL PARTY VOTED FOR BY THE SAMPLE OF VANCOUVER

TEACHERS IN THE 1972 PROVINCIAL ELECTION

PROVINCIAL PARTY 2

CONSERVATIVE

LIBERAL

NDP

SOCIAL CREDIT

OTHER

NOT ELIGIBLE

DID NOT VOTE

NO RESPONSE

TOTAL

TABLE 22

PERCENTAGE COMPARISON OF TEACHERS ' VOTING ORIENTATION AND

GENERAL ELECTORATE'S VOTING ORIENTATION IN THE 1972 PROVINCIAL

ELECTION IN VANCOUVER'S ELECTORAL DISTRICTS.

PARTY VOTED PERCENTAGE OF PERCENTAGE OF

FOR TEACHERS VOTING GENERAL ELECTORATE

CONSERVATIVE 4.66 8.98

LIBERAL 18.66 19.20

NDP 56.00

SOCIAL CREDIT 20.00

OTHER .66 .32

NOTE

TEACHERS n = 150 - GENERAL ELECTORATE n = 354,941 - THE ELECTORAL DISTRICTS WERE AS FOLLOWS:

VANCOUVER CENTRE, VANCOUVER EAST, VANCOUVER-LITTLE

MOUNTAIN, VANCOUVER-POINT GREY, VANCOUVER SOUTH,

AND VANCOUVER BURRARD.

TABLE 23



PROVINCIAL PARTY n -

CONSERVATIVE 8

LIBERAL 18

NDP 106

SOCIAL CREDIT 40

OTHER - NOT ELIGIBLE 9

DID NOT VOTE 9

NO RESPONSE 12

TOTAL 202

7 1 S o c i a l C r e d i t . U n l i k e t h e 1972 e l e c t i o n , p o p u l a r i t y o f t h e S o c i a l C r e d i t

and L i b e r a l p a r t i e s among t e a c h e r s i s n o t b a l a n c e d . The L i b e r a l p a r t y h a s

l o s t a p p r o x i m a t e l y 9% o f t h e i r v o t e t o t h e NDP (6%) and S o c i a l C r e d i t

( 3 % ) w h i l e t h e C o n s e r v a t i v e s s t i l l t r a i l w i t h t h e same l e v e l o f p o p u l a r i t y

as i n 1972. T h e s e p a t t e r n s compared w i t h t h e g e n e r a l e l e c t o r a t e ( T a b l e

24 ) show some i n t e r e s t i n g d i f f e r e n c e s . Whi le t h e r e was a n i n c r e a s e i n t h e

t e a c h e r s NDP v o t i n g , t h e g e n e r a l e l e c t o r a t e showed no c h a n g e i n NDP

v o t i n g . Both t h e t e a c h e r s (-9%) a n d t h e g e n e r a l e l e c t o r a t e (-12%) showed

similar d e c l i n e s i n L i b e r a l v o t i n g b e h a v i o u r b u t o n l y t h e g e n e r a l

e l e c t o r a t e r e g i s t e r e d a d e c l i n e i n p o p u l a r i t y f o r t h e C o n s e r v a t i v e p a r t y

(-7%) w h i l e t h e t e a c h e r s C o n s e r v a t i v e v o t i n g r ema ined unchanged. The

S o c i a l C r e d i t p a r t y showed t h e most d r a m a t i c c h a n g e w i t h a 25% g a i n i n

p o p u l a r i t y f r o m t h e g e n e r a l e l e c t o r a t e compared t o o n l y a 3% i n c r e a s e f rom

t h e t e a c h e r s .

The g e n e r a l e l e c t o r a t e i n 1979 c o n t i n u e d t o r e g i s t e r t h e l a r g e s t

s w i n g s i n v o t i n g b e h a v i o u r . The L i b e r a l s l o s i n g t h e l a s t 8% o f t h e i r v o t e

w h i l e t h e NDP g a i n e d 8% ( T a b l e 2 6 ) . The S o c i a l C r e d i t a n d C o n s e r v a t i v e s

r ema ined r e l a t i v e l y s t a b l e w i t h t h e C o n s e r v a t i v e s g a i n i n g 2% and t h e

S o c i a l C r e d i t l o s i n g 2%. T e a c h e r s when compared t o t h e g e n e r a l e l e c t o r a t e

i n t h e 1979 e l e c t i o n showed smaller c h a n g e s i n t h e i r v o t i n g b e h a v i o u r .

DISCUSSION

The p a t t e r n o f t e a c h e r s ' v o t i n g b e h a v i o u r i n V a n c o u v e r ' s f i v e

e l e c t o r a l d i s t r i c t s o v e r t h e 1 9 7 2 , 1 9 7 5 and 1979 p r o v i n c i a l e l e c t i o n s was

r e l a t i v e l y c o n s i s t e n t a n d showed p r i m a r y s u p p o r t f o r t h e two m a j o r

p a r t i e s . The NDP are a s t r o n g f a v o u r i t e o f t h e Vancouver t e a c h e r s

i n d i c a t e d by t h e r a n g e o f 56% t o 62% i n p e r c e n t a g e v o t i n g i n t h e t h r e e

e l e c t i o n s . C o n s i s t e n t s u p p o r t f o r t h e S o c i a l C r e d i t p a r t y was a l s o shown

by t h e t e a c h e r s w i t h a r a n g e i n p e r c e n t a g e v o t i n g f r o m 20% t o 24%. The

TABLE 24

PERCENTAGE COMPARISON OF TEACHERS' VOTING ORIENTATION AND




FOR TEACHERS' VOTING GENERAL ELECTORATE

VOTING

CONSERVATIVE 4.65

LIBERAL 10.47

NDP 61.63

SOCIAL CREDIT 23.26

OTHER

NOTE

TEACHERS n = 172 - GENERAL ELECTORATE fi = 318,707

THE ELECTORAL DISTRICTS WERE AS FOLLOWS:


MOUNTAIN, VANCOUVER-POINT GREY, AND VANCOUVER SOUTH.

TABLE 25



TABLE 26

PERCENTAGE COMPARISON OF TEACHERS' VOTING ORIENTATION AND




FOR TEACHERS ' VOTING GENERAL ELECTORATE

CONSERVATIVE 7.65 3.99

LIBERAL 7.65

NDP 57.37

SOCIAL CREDIT 23.68

OTHER .53 .26

................................................................

NOTE

TEACHERS n = 183 - GENERAL ELECTORATE n = 352,997

THE ELECTORAL DISTRICTS WERE AS FOLLOWS:


MOUNTAIN, VANCOUVER-POINT GREY, AND VANCOUVER SOUTH.

75 small r a n g e s i n v o t i n g behav iour would s u g g e s t t h a t t e a c h e r s may have been

p r i m a r i l y a committed v o t e i n t h a t t h e y appeared t o have similar v o t i n g

p a t t e r n s from one e l e c t i o n t o t h e n e x t .

L i b e r a l p a r t y s u p p o r t f rom Vancouver t e a c h e r s d e c l i n e d s t e a d i l y o v e r

t h e t h r e e p r o v i n c i a l e l e c t i o n s from 19% t o 8%. The main c o n t r i b u t i n g

f a c t o r i n t h e d e c l i n i n g s u p p o r t f o r t h e L i b e r a l p a r t y by t h e t e a c h e r s was

l i k e l y t h e abandonment o f t h e B.C. L i b e r a l p a r t y by s e v e r a l key f i g u r e s t o

j o i n t h e S o c i a l C r e d i t p a r t y i n 1975.

Weak b u t c o n s i s t e n t s u p p o r t was shown by t h e Vancouver t e a c h e r s f o r

t h e P r o g r e s s i v e C o n s e r v a t i v e p a r t y f o r t h e t h r e e e l e c t i o n s s t u d i e d . The

1972 and 1975 e l e c t i o n s e a c h m a i n t a i n e d 5% o f t h e Vancouver t e a c h e r s v o t e

which i n c r e a s e d t o 8% d u r i n g t h e 1979 p r o v i n c i a l e l e c t i o n .

The g e n e r a l e l e c t o r a t e v o t i n g behav iour when compared t o t h a t o f t h e

Vancouver t e a c h e r s shows some i n t e r e s t i n g p a t t e r n s . The g e n e r a l

e l e c t o r a t e a l s o s u p p o r t p r i m a r i l y t h e two major p a r t i e s . The v o t i n g f o r

t h e NDP by t h e g e n e r a l e l e c t o r a t e seems t o be c o n s i s t e n t o v e r t h e t h r e e

e l e c t i o n s r a n g i n g f rom 41% t o 49%. T h i s c o n s i s t e n c y was s i m i l a r t o t h a t

o f t h e t e a c h e r s b u t t h e l e v e l o f s u p p o r t was much l e s s .

The g e n e r a l e l e c t o r a t e d i f f e r s markedly from t h e Vancouver t e a c h e r s

i n v o t i n g s u p p o r t f o r t h e S o c i a l C r e d i t p a r t y . The r a n g e o f s u p p o r t by

t h e g e n e r a l e l e c t o r a t e was much l a r g e r , from 31% t o 48%, i n d i c a t i n g

g r e a t e r f l u c t u a t i o n s i n p o p u l a r s u p p o r t . The l e v e l of s u p p o r t f o r t h e

S o c i a l C r e d i t p a r t y by t h e e l e c t o r a t e was r o u g h l y t w i c e t h a t r e c e i v e d from

t h e Vancouver t e a c h e r s .



t e a c h e r s r e l a t e d t o t h e v o t i n g behav iour o f t e a c h e r s i n t h e 1972, 1975,

and 1979 p r o v i n c i a l e l e c t i o n s .

76 FINDINGS,

I n t h e 1972 p r o v i n c i a l e l e c t i o n Vancouver t e a c h e r s w i t h t r a d i t i o n a l

ESVII s c o r e s were more l i k e l y t o v o t e S o c i a l C r e d i t and l e a s t l i k e l y t o

v o t e f o r t h e NDP. A one way a n a l y s i s of v a r i a n c e and t e s t of s i g n i f i c a n t

d i f f e r e n c e o f means on t r a d i t i o n a l ESVII s c o r e s by p a r t y vo ted f o r i n t h e

1972 p r o v i n c i a l e l e c t i o n ( T a b l e 27) r e v e a l s t h e h i g h e s t mean (Z = 3.96) o f

t r a d i t i o n a l t e a c h e r s c o r e s is f o r S o c i a l C r e d i t v o t i n g and t h e l o w e s t mean -

( x = 3.45) o f t r a d i t i o n a l t e a c h e r s c o r e s i s f o r NDP v o t i n g . The means f o r

P r o g r e s s i v e C o n s e r v a t i v e and L i b e r a l v o t i n g ( Z = 3.57 and 2 = 3.59

r e s p e c t i v e l y ) a r e v e r y c l o s e and f a l l between t h o s e o f S o c i a l C r e d i t and

NDP v o t i n g . T a b l e 27 a l s o i n d i c a t e s t h e r e i s a s i g n i f i c a n t d i f f e r e n c e

between t r a d i t i o n a l t e a c h e r s c o r e s v o t i n g f o r t h e NDP and t r a d i t i o n a l

t e a c h e r s v o t i n g S o c i a l C r e d i t .

I n t h e 1972 p r o v i n c i a l e l e c t i o n no s i g n i f i c a n t d i f f e r e n c e c o u l d be

found between t h e means o f t h e p a r t i e s v o t e d f o r and t h e p r o g r e s s i v e

s c o r e s of t e a c h e r s (Table 2 8 ) .

The r e l a t i o n s h i p o f p o l i t i c a l i d e o l o g y o f Vancouver t e a c h e r s and

p a r t y vo ted f o r i n t h e 1972 p r o v i n c i a l e l e c t i o n is t h a t t e a c h e r s w i t h

l e f t i s t s c o r e s v o t e d most f r e q u e n t l y f o r t h e NDP and t e a c h e r s w i t h

r i g h t i s t s c o r e s vo ted most f r e q u e n t l y f o r t h e S o c i a l C r e d i t p a r t y ( T a b l e

29) . The p o l i t i c a l p a r t y v o t i n g p r e f e r e n c e s o f t e a c h e r s o r d e r e d by t h e i r

means from t h e l o w e s t l e f t i s t mean t o t h e h i g h e s t r i g h t i s t mean a r e NDP (Z

= 3 . 3 4 ) , L i b e r a l (x = 3 .86) , P r o g r e s s i v e C o n s e r v a t i v e (? = 4 - 7 4 ) , and

S o c i a l C r e d i t (Z = 5.03) ( T a b l e 29) . S i g n i f i c a n t d i f f e r e n c e s were found

between t h e p a r t i e s a t o p p o s i t e ends of t h i s o r d e r . The means o f NDP

v o t i n g were found t o be s i g n i f i c a n t l y d i f f e r e n t ( p < .001) from t h e means

o f P r o g r e s s i v e C o n s e r v a t i v e v o t i n g and S o c i a l C r e d i t v o t i n g and t h e means

of S o c i a l C r e d i t v o t i n g were found t o be s i g n i f i c a n t l y d i f f e r e n t ( p <

TABLE 27



MEANS ON TRADITIONAL ESVII SCORES BY PARTY

VOTED FOR IN THE 1972 PROVINCIAL ELECTION

TRADITIONAL ESVII SCORES PARTY SIGNIFICANT

- DIFFERENCE VOTED - n x S.D. F P BETWEEN *

PAIRED MEANS FOR

LIB 2 8 3.59 .71 4.10 < .01 NDP/SC

NDP 84 3.45 .65

NOTE


TABLE 28



MEANS ON PROGRESSIVE ESVII SCORES BY PARTY


...............................................................

PROGRESSIVE ESVII SCORES PARTY SIGNIFICANT

- DIFFERENCE VOTED !l x S.D. F P BETWEEN *

PAIRED MEANS FOR

LIB 2 8 4.74 .71 .31 n.s. NONE

NDP 84 4.72 .54

NOTE


TABLE 29



MEANS ON KPIS BY PARTY VOTED FOR

IN THE 1972 PROVINCIAL ELECTION

PARTY SIGNIFICANT - DIFFERENCE

VOTED Z x S.D. F P BETWEEN * PAIRED MEANS

FOR

PC 7 4.74 .98 LIB/SC

LIB 28 3.86 1.37 10.31 < .001 NDP/PC

NDP 84 3.34 1.55 NDP/SC

SC 30 5.03 1.54

NOTE


80 .001) from t h e means of t h e L i b e r a l and NDP v o t i n g (Table 29) .

I n t h e 1975 p r o v i n c i a l e l e c t i o n Vancouver t e a c h e r s wi th t r a d i t i o n a l

ESVII s c o r e s were more l i k e l y t o vo t e fo r t h e S o c i a l C r e d i t p a r t y (Table

30 ) . An i d e n t i c a l a n a l y s i s t o t h e 1972 p r o v i n c i a l e l e c t i o n was done f o r

t h e 1975 p r o v i n c i a l e l e c t i o n . A comparison of t h e means of t r a d i t i o n a l

ESVII s c o r e s of t e a c h e r s (Table 30) i n d i c a t e s t h e h i g h e s t mean (x = 3.93)

i s a p re fe r ence f o r S o c i a l C r e d i t vo t ing fol lowed by a p re fe r ence f o r

L i b e r a l vo t ing (x = 3.74) , P rog re s s ive Conserva t ive vo t ing (x = 3.48) , and

t h e lowest mean (x = 3.43) f o r NDP vot ing.

A s i n t h e 1972 e l e c t i o n f o r t r a d i t i o n a l t e a c h e r s c o r e s , a s i g n i f i c a n t

d i f f e r e n c e ( p < ,001) was found between t h e means of t h e S o c i a l C r e d i t

vo t ing and NDP v o t i n g i n t h e 1975 p r o v i n c i a l e l e c t i o n (Table 30 ) . The

t e a c h e r s w i t h p r o g r e s s i v e ESVII s c o r e s i n t h e 1975 p r o v i n c i a l e l e c t i o n

(Table 31) i n o r d e r of p r e f e r ence voted m o s t . f r e q u e n t l y f o r t h e L i b e r a l

p a r t y (x = 4.85) fol lowed by t h e NDP (x = 4.72) and P rog re s s ive

Conserva t ive ( x = 4.65) and l e a s t o f t e n f o r t h e S o c i a l C r e d i t p a r t y

4 .53) . No s i g n i f i c a n t d i f f e r e n c e (Table 31) could be found between

( X =

t h e

means by p a r t y voted f o r of t h e p rog re s s ive s c o r e s of Vancouver t e a c h e r s .

P o l i t i c a l ideo logy of Vancouver t e a c h e r s and its r e l a t i o n s h i p t o

p a r t y voted f o r i n t h e 1975 p r o v i n c i a l e l e c t i o n (Table 32) showed, a s i n

t h e 1972 p r o v i n c i a l e l e c t i o n , t e a c h e r s wi th l e f t i s t s c o r e s voted most

f r e q u e n t l y f o r t h e NDP and t e a c h e r s w i th r i g h t i s t s c o r e s voted most

f r e q u e n t l y f o r t h e S o c i a l C r e d i t p a r t y . The o r d e r of t h e p o l i t i c a l p a r t y

vo t ing p re fe rence i n d i c a t e d by means was t h e same f o r t h e 1975 p r o v i n c i a l

e l e c t i o n as t h e 1972 p r o v i n c i a l e l e c t i o n . From t h e lowest l e f t i s t mean t o

t h e h i g h e s t r i g h t i s t mean, t h e o r d e r was NDP ( 2 = 3.33) , L i b e r a l (2 =

3.73) , P rog re s s ive Conserva t ive (Z = 4.48) and S o c i a l C r e d i t (x = 5.06)

(Table 32).

TABLE 30






- DIFFERENCE VOTED L! x S.D. F P BETWEEN *

PAIRED MEANS FOR ................................................................

LIB 18 3.74 .63 5.71 < .001 NDP/SC

NDP 106 3.43 .65

NOTE


TABLE 31





PARTY PROGRESSIVE ESVII SCORES

SIGNIFICANT - DIFFERENCE

VOTED FOR n_ x S.D. F P BETWEEN * PAIRED MEANS

LIB 18 4.85 .71 1.44 n.s. NONE

NDP 106 4.72 .58

NOTE


8 3 T h e . s i g n i f i c a n t d i f f e r e n c e s between t h e means of t h e p a r t i e s voted

f o r followed a s i m i l a r p a t t e r n t o t h e 1972 p r o v i n c i a l e l e c t i o n with t h e

excep t ion of t h e P rog re s s ive Conserva t ive vo t ing which showed no

s i g n i f i c a n t d i f f e r e n c e s t o t h e o t h e r p a r t i e s (Table 32) . S o c i a l C r e d i t

vo t ing p re fe rence was found t o have a s i g n i f i c a n t d i f f e r e n c e t o both

L i b e r a l and NDP vo t ing i n terms of p o l i t i c a l ideo logy .

I n t h e 1979 p r o v i n c i a l e l e c t i o n Vancouver t e a c h e r s w i th t r a d i t i o n a l

ESVII s c o r e s were most l i k e l y t o vo t e S o c i a l C r e d i t . I n t h i s e l e c t i o n t h e

o r d e r of p r e f e r ence f o r t h e t r a d i t i o n a l s c o r e s i s S o c i a l C r e d i t ( 2 =

3.89) , P rog re s s ive Conserva t ive (E = 3 .62 ) , NDP (F = 3.49) , and L i b e r a l (x = 3.45) (Table 33 ) . Here t h e L i b e r a l s have r ep l aced t h e NDP a s l a s t

cho ice of t h e t r a d i t i o n a l s c o r e s bu t t h e i r means a r e very c l o s e t o g e t h e r

(Table 33) . Another change from t h e prev ious two e l e c t i o n s is t h a t no

s i g n i f i c a n t d i f f e r e n c e can be found between t h e means of t h e t r a d i t i o n a l

s c o r e s o f t e a c h e r s (Table 33) where be fo re a s i g n i f i c a n t d i f f e r e n c e had

e x i s t e d between t h e S o c i a l C r e d i t and NDP vo t ing (Table 27 and Table 30) .

The p a t t e r n f o r t h e p r o g r e s s i v e s c o r e s of t e a c h e r s vo t ing behaviour

i n t h e 1979 p r o v i n c i a l e l e c t i o n is i n t h e same o r d e r a s t h e 1975

p r o v i n c i a l e l e c t i o n . The L i b e r a l s (I = 4.87) a r e t h e most favoured , -

fol lowed by t h e NDP (x = 4.78) , P rog re s s ive Conserva t ive ( x = 4.48) , and

t h e S o c i a l C r e d i t (x = 4.50) (Table 34 ) . Cons i s t en t w i th t h e prev ious two

e l e c t i o n s f o r t h e p r o g r e s s i v e t eache r s c o r e s no s i g n i f i c a n t d i f f e r e n c e was

found between any of t h e means (Table 34).

The r e l a t i o n s h i p between p o l i t i c a l ideo logy and p a r t y voted f o r i n

Vancouver t e a c h e r s f o r t h e 1979 p r o v i n c i a l e l e c t i o n showed t h e NDP i s most

favoured by t h e l e f t i s t t e a c h e r s and t h e P rog re s s ive Conserva t ives have

rep laced t h e S o c i a l C r e d i t a s most favoured cho ice of t h e r i g h t i s t

t e a c h e r s (Table 35) . The o r d e r i n g from t h e lowest l e f t i s t s c o r e t o t h e

TABLE 32





KPIS PARTY SIGNIFICANT

- DIFFERENCE VOTED FOR n_ x S .D. F P BETWEEN *

PAIRED MEANS

LIB 18 3.73 1.14 NDP/SC 13.18 < .001

NDP 106 3.33 1.51 LIB/SC

NOTE

df = 3,168


TABLE 33




VOTED FOR I N THE 1979 PROVINCIAL ELECTION


- DIFFERENCE VOTED FOR n_ x S.D. F P BETWEEN *

PAIRED MEANS

LIB 14 3.45 .52 3.83 < .01 NONE

NDP 109 3.49 .68

NOTE


TABLE 34





PROGRESSIVE ESVII SCORES PARTY SIGNIFICANT

- DIFFERENCE VOTED FOR 1 x S.D. F P BETWEEN *

PAIRED MEANS

LIB 14 4.87 .67 3.48 < .05 NONE

NDP 109 4.78 .58

NOTE

df = 3,178


TABLE 35





KPIS PARTY SIGNIFICANT

- DIFFERENCE VOTED FOR n_ x S.D. F P BETWEEN *

PAIRED MEANS

LIB 14 3.66 1.27 NDP/PC 20.11 < .001

NDP 1 09 3.17 1.48 LIB/SC

NOTE


88

h i g h e s t r i g h t i s t score is now NDP ( 2 = 3.13) , L i b e r a l (x = 3.66), S o c i a l

C r e d i t (% = 4.88), and P rog re s s ive Conserva t ive (x = 5.09) (Table 35).

There is one s i g n i f i c a n t d i f f e r e n c e ( p < .001) between t h e p a r t i e s t h a t

had not e x i s t e d t o d a t e and t h a t is t h e s i g n i f i c a n t d i f f e r e n c e between t h e

L i b e r a l and t h e Progress ive Conserva t ive v o t e r s (Table 35) . The o t h e r

s i g n i f i c a n t d i f f e r e n c e s fo l l ow t h e 1972 p a t t e r n wi th t h e S o c i a l C r e d i t

showing a s i g n i f i c a n t d i f f e r e n c e between each of t h e NDP and L i b e r a l means

and t h e NDP means a r e s i g n i f i c a n t l y d i f f e r e n t from t h e P rog re s s ive

Conserva t ive means (Table 35) .

DISCUSSION

The r e s u l t s support t h e p r o p o s i t i o n t h a t t e a c h e r s e d u c a t i o n a l and

p o l i t i c a l i d e o l o g i e s a r e r e l a t e d t o vo t ing behaviour i n t h e t h r e e

p r o v i n c i a l e l e c t i o n s s t u d i e d .

Teachers wi th t r a d i t i o n a l s c o r e s t e a c h e r s c o n s i s t e n t l y choose t h e

S o c i a l C r e d i t p a r t y i n p re fe r ence t o t h e o t h e r p a r t i e s i n t h e t h r e e

p r o v i n c i a l e l e c t i o n s s t u d i e d . T h i s s u g g e s t s a c o n s i s t e n t vo t ing

o r i e n t a t i o n f o r t he t r a d i t i o n a l s c o r e s of t e a c h e r s which s u p p o r t s t h e

c o n t e n t i o n t h a t educa t iona l ideo logy i s r e l a t e d t o p o l i t i c a l ideo logy .

The t r a d i t i o n a l s co re s of t e a c h e r s a l s o c o n s i s t e n t l y showed

t h e lowes t mean f o r a l e f t i s t p a r t y i n a l l t h r e e e l e c t i o n s .

Teachers wi th p rog re s s ive s c o r e s who might have been expected t o vo te

most o f t e n f o r t h e NDP i n t h e s e e l e c t i o n s d i d no t show t h e NDP a s t h e i r

p r e f e r r e d cho ice i n any one of t h e t h r e e e l e c t i o n s . They d i d , however,

show one o r t h e o t h e r of t h e r i g h t i s t p a r t i e s a s t h e i r l e a s t p r e f e r r e d

cho ice over a l l t h r e e e l e c t i o n s . I n t e r e s t i n g l y , when t h e NDP came t o

power i n 1972 and t h e r e f o r e presumably had t h e popular suppor t of t h e

g e n e r a l e l e c t o r a t e , t h e NDP were t h i r d i n o r d e r of p r e f e r ence by t h e

Vancouver t e a c h e r s wi th p rog re s s ive s co re s . There is ev idence i n t h e 1975

89

and 1979 e l e c t i o n s t h a t p rog re s s ive scores p r e f e r l e f t i s t p a r t i e s s i n c e

t h e NDP and L i b e r a l p a r t i e s rank f i r s t and second in t e r changeab le f o r

t h e s e two e l e c t i o n s .

Teachers wi th l e f t i s t s c o r e s c o n s i s t e n t l y favoured t h e NDP fol lowed

by t h e L i b e r a l p a r t y whi le t e a c h e r s with r i g h t i s t s c o r e s favoured f i r s t l y

t h e S o c i a l C r e d i t p a r t y fol lowed by t h e P r o g r e s s i v e Conserva t ive p a r t y ,

w i th t h e excep t ion o f t h e 1979 e l e c t i o n . Here, P rog re s s ive

Conserva t ives were f i r s t cho ice by t h e r i g h t i s t s c o r e s of t e a c h e r s

fol lowed by t h e S o c i a l C r e d i t p a r t y which does n o t c o n t r a d i c t t h e

l e f t / r i g h t continuum of t h e p o l i t i c a l p a r t i e s . The S o c i a l C r e d i t and

P rog re s ive Conserva t ive p a r t i e s a r e gene ra l l y viewed as r i g h t i s t p a r t i e s

whi le t h e NDP and L i b e r a l p a r t i e s can be viewed a s l e f t i s t p a r t i e s . T h i s

is suppor ted by t h e c o n s i s t e n t s i g n i f i c a n t d i f f e r e n c e of t h e S o c i a l C r e d i t

p a r t y from both t h e NDP and L i b e r a l p r t i e s i n a l l t h r e e e l e c t i o n s . From

t h e 1979 e l e c t i o n t h e s i g n i f i c a n t d i f f e r e n c e s can be g e n e r a l i z e d as

l e f t i s t p a r t i e s were perce ived d i f f e r e n t from r i g h t i s t

p a r t i e s by t h e KPIS s c o r e s of Vancouver t e a c h e r s where L i b e r a l and NDP

p a r t i e s were cons idered l e f t i s t p a r t i e s and t h e S o c i a l C r e d i t and

P rog re s s ive Conserva t ive p a r t i e s were cons idered r i g h t i s t p a r t i e s .

The vo t ing p a t t e r n s i n d i c a t e d h e r e sugges t t h a t t h e vo t ing behaviour

of Vancouver t e a c h e r s i n t h e t h r e e e l e c t i o n s s t u d i e d was very

much r e l a t e d t o educa t iona l and p o l i t i c a l i d e o l o g i e s .


What was t h e p a t t e r n of t e a c h e r s ' v o t i n g behaviour i n t h e 1980

Vancouver school board e l e c t i o n and t o what e x t e n t was t h i s p a t t e r n

congruent with t h a t of t h e g e n e r a l e l e c t o r a t e ?

FINDINGS

Teachers voted more h e a v i l y i n t h e 1980 Vancouver s choo l board

e l e c t i o n , t h a n d i d t h e g e n e r a l e l e c t o r a t e . T e a c h e r r e s p o n s e a t he b a l l o t

box was 85% c o m p a r e d r o onl:; 382 f r o m t h e z e n e r a l e l e c t o r a t e f o r t h i s

s c h o o l b o a r d e l e c t i o n ( T a b l e 36 ) . T e a c h e r s v o t e d n o s t f r e q u e n t l y i n f a v o u r

o f COPE c a n d i d a t e s ( T a b l e 3 7 ) , l e a s t f r e q u e n t l y i n f a v o u r o f t h e NPA

c a n d i d a t e s ( T a b l e 38) a n d g a v e weak b u t i n t e r m e d i a t e s u p p o r t f o r t h e

TEAY c a n d i d a t e s ( T a b l e 3 9 ) . Of t h e f i r s t e l e v e n c a n d i d a t e s c h o o s e n by t h e

Y a n c o u v e r t e a c h e r s n i n e c a n d i d a t e s were COPE w i t h o n e i n d e p e n d e n t a n d o n e

TE.??I c a n d i d a t e ( T a b l e 4 0 ) . T h e p a t t e r n f o r t h e g e n e r a l e l e c t o r a t e was

q u i r e d i f f e r e n t . O f t h e f i r s t e l e v e n c a n d i d a t e s f i v e c a n d i d a t e s [{ere

COPE, f i v e c a n d i d a t e s were SP.\, a n d o n e c a n d i d a t e was a n i n d e p e n d e n t f o r

t h e g e n e r a l e l e c t o r a t e ( T a b l e 4 1 ) .

DISCUSSION

I t i s q u i t e e v i d e n t t h a t V a n c o u v e r t e a c h e r s v o t e d h e a v i l y i n f a v o u r

o f COPE c a n d i d a t e s i n t h e 1 9 8 0 V a n c o u v e r s c h o o l b o a r d e l e c t i o n . O n l y two

non-COPE c a n d i d a t e s a p p e a r e d i n t h e f i r s t e l e v e n c h o i c e s of t e a c h e r s .

B c t h o f t h e s e i n d i v i d u a l s h a d e s t a b l i s h e d r e p u t a t i o n s i n l o c a l p o l i t i c s

w e r e r e s p e c t e d by t h e e d u c a t i o n e l communi ty i n Y a n c o u v e r a n d had s t r o n g

c o n n e c t i o n s w i t h p u b l i c e d u c a t i o n .

T h e g e n e r a l e l e c t o r a t e o n t h e o t h e r h a n d , i s f a l r l y e v e n l y d l v l d e d i n

i t s v o t i n g b e t w e e n t h e SPA c a n d i d a t e s a n d COPE c a n d i d a t e s .

S i n c e t h e t e a c h e r s t u r n o u t i s s i g n i f i c a n t l y g r e a t e r t h a n t h e g e n e r a l

e l e c t o r a t e a n d t h e g e n e r a l e l e c t o r a t e v o t i n g i s e v e n l y d i s t r i b u t e d , i t i s

p o s s i b l e t h a t t h e t e a c h e r s may c a s t t h e d e c i d i n g v o t e s f o r t h e n i n t h

t r u s t e e i f t h e d i f f e r e n c e i n t h e number o f v o t e s i s s m a l l . On a n i n e

rnenber b o a r d w h i c h f r e q u e n t l y h a s f i v e t o f o u r m a j o r i t i e s t h i s c o c l d he

i m p o r t a n t .

.IS.!LYSiS 9F SC'BPXOPJLEI 6

- i o what e x t e n t w e r e t h e e d u c a t i o n a l a n d p o l i t i c a l F , ? ~ i - l l o ~ i e s ci

f t e x t continued Oi l pape 9; i

TABLE 36

PERCENTAGE COMPARISON OF TEACHERS ' VOTING I N

THE 1980 VANCOUVER SCHOOL BOARD ELECTION

WITH PERCENTAGE OF GENERAL ELECTORATE'S VOTING

.............................................................

PERCENTAGE OF PERCENTAGE OF

TEACHERS' VOTING GENERAL ELECTORATE

VOTING

VOTED 84.74 37.47

D I D NOT VOTE 15.31 62.53

NOTE

TEACHERS n = 196

GENERAL ELECTORATE g = 354,941

TABLE 37

TEACHERS' VOTING SUPPORT FOR COPE

I N THE 1980 VANCOUVER SCHOOL BOARD ELECTION

LEVEL OF

SUPPORT

NUMBER OF TEACHERS

VOTING FOR

........................................................

9 COPE CANDIDATE(S) 19

8 7

7 8

6 8

DID NOT VOTE/DID NOT RESPOND DID NOT VOTE COPE

NOTE

TEACHERS q = 202

TABLE 39

TEACHERS' VOTING SUPPORT FOR TEAM

I N THE 1980 VANCOUVER SCHOOL BOARD ELECTION

LEVEL OF NUMBER OF TEACHERS

SUPPORT VOTING FOR

6 TEAM CANDIDATE(S)

DID NOT VOTE/DID NOT RESPOND DID NOT VOTE TEAM

NOTE

TEACHERS q = 202

TEAM HAD A SLATE OF ONLY 6 CANDIDATES

TABLE 40

TEACHERS VOTING SUPPORT FOR INDIVIDUAL CANDIDATES

IN THE 1980 VANCOUVER SCHOOL BOARD ELECTION

CANDIDATE PARTY NUMBER OF TEACHERS

VOTING FOR

P. WEINSTEIN W. KNAPP G. ONSTAD P. RANKIN T. ALSBURY N. ROBINSON M. O'NEILL C. FOGAL M. CHRUNIK M. CHUNN N. NICOLOPOULOS W. BROWN J. BAKER J. GEMMILL P. HEBB C. JUNG U. CALLEGARINI K. CAMPBELL K. ERDMAN B. HANNAY K. LIVINGSTONE A. TAPPER J. ARLUISON K. DENIKE N. MARTIN M. SEELIG G. SIM S. ROGAN

COPE COPE COPE COPE INDEPENDENT TEAM COPE COPE COPE COPE COPE NPA NP A TEAM NPA TEAM TEAM NPA NPA NPA INDEPENDENT TEAM TEAM NPA INDEPENDENT NP A NPA INDEPENDENT

NOTE

TEACHERS n = 202 -

TABLE 41

GENERAL ELECTORATE'S VOTING SUPPORT FOR INDIVIDUAL CANDIDATES

IN THE 1980 VANCOUVER SCHOOL BOARD ELECTION

CANDIDATE PARTY NUMBER OF VANCOUVER

ELECTORATE VOTING FOR

............................................................... T. ALSBURY INDEPENDENT 44,942 P. RANKIN COPE 44,697 P. WEINSTEIN COPE 40,727 K. CAMPBELL NP A 38,732 J. BAKER NPA 38,126 M. O'NEILL COPE 34,519 W. BROWN NPA 34,338 W. KNAPP COPE 34,014 G. ONSTAD COPE 33,842 B. HANNAY NP A 33,244 K. ERDMAN NPA 33,179 C. FOGAL COPE 32,850 P. HEBB NPA 31,669 K. DENIKE NP A 31,149 M. SEELIG NP A 30,806 M. CHUNN COPE 28,825 N. ROBINSON TEAM 28,587 M. CHRUNIK COPE 25,973 G. SIM NPA 25,809 N. NICOLOPOULOS COPE 23,798 U. CALLEGARINI TEAM 20,522 C. JUNG TEAM 19,029 J. GEMMILL TEAM 18,972 K. LIVINGSTONE INDEPENDENT 17,055 S. ROGAN INDEPENDENT 13,151 J. ARLUISON TEAM 11,916 A. TAPPER TEAM 11,834 N. MARTIN INDEPENDENT 9,934

NOTE

NUMBER OF ELECTORATE VOTING = 109,442

EACH VOTER CAN MARK UP TO NINE CHOICES

97

teachers related to the voting behaviour of teachers in the 1980 Vancouver

school board elections?

FINDINGS

Vancouver teachers with traditional ESVII scores were significantly

(p < .001) and positively related to NPA voting and significantly (p <

.01) and negatively related to COPE voting in the 1980 Vancouver school

board election (Table 42). Progressive ESVII scores of teachers were

found to be significantly (p < .001) and positively related to COPE voting

in the 1980 Vancouver school board election (Table 42). Rightist ideology

scores of teachers in that election are significantly (p < .001) and

positively related to NPA voting and leftist ideology scores are

significantly (p < .001) and positively related to COPE voting (Table 42).

TEAM voting did not significantly relate to either educational or

political variables in this election (Table 42).

DISCUSSION

The relationship between educational and political ideologies of

teachers and voting behaviour in the 1980 Vancouver school board election

are logical and consistent with those of the provincial elections.

Traditional ESVII scores of teachers were is positively related to NPA

voting which is considered a rightist political viewpoint and negatively

related to COPE voting a leftist viewpoint. A similar relationship was

found in the provincial voting behaviour of teacherswith traditional

scores (Subproblem 4). Progressive scoring teacher voting was related to

COPE voting, a leftist viewpoint, and was not significantly related to NPA

voting. TEAM voting was not related to political or educational ideology

in this election. TEAM candidates during the 1978 VSB election fell in

the centre of the political scale although it was not known whether the

candidates viewpoints aggregate centrally or if this was a result of an

TABLE 42

PEARSON CORRELATIONS BETWEEN TRADITIONAL ESVII,

PROGRESSIVE ESVII AND KPIS OF TEACHERS AND

TEACHERS' VOTING ORIENTATION IN THE 1980

VANCOUVER SCHOOL BOARD ELECTION

VOTING TRADITIONAL PROGRESSIVE KPIS

ORIENTATION ESVII ESVII

COPE -. 20"" .2 I*** - .39*** NPA .26*** -.09 .34***

TEAM -.09 . 00 . 00 ................................................................

NOTE

A POSITIVE CORRELATION WITH KPIS INDICATES RIGHTIST IDEOLOGY

"3" < -01

*"* p < .001

n = 202 -

99

average .of l e f t and r i g h t a t t i t u d e s (N ie l s en , 1980). Th i s c e n t r a l

p o s i t i ~ n would no t be expected t o r e l a t e t o t h e less c e n t r a l p o s i t i o n s i n

p o l i t i c a l o r educa t iona l ideo logy whi le t h e s e p o s i t i o n s a r e expressed i n

t h e COPE and NPA p a r t i e s .

R i g h t i s t s c o r i n g t e a c h e r s were p o s i t i v e l y r e l a t e d t o NPA vo t ing , a

s i m i l a r p a t t e r n t o t h e r i g h t i s t vo t ing o r i e n t a t i o n i n t h e t h r e e p r o v i n c i a l

e l e c t i o n s i n t h a t t h e r i g h t i s t s c o r i n g t e a c h e r s show a c o n s i s t e n t p o s i t i v e

r e l a t i o n s h i p t o t h e r i g h t i s t p a r t i e s . The l e f t i s t s c o r i n g t e a c h e r s vo t ing

p re fe rence w a s f o r COPE a l e f t i s t p a r t y . T h i s p a t t e r n of l e f t i s t s c o r i n g

t e a c h e r s was a l s o s i m i l a r t o t h e p r o v i n c i a l vo t ing p a t t e r n s .

Both e d u c a t i o n a l and p o l i t i c a l i d e o l o g i e s a r e r e l a t e d t o vo t ing

behaviour i n t h e 1980 Vancouver s choo l board e l e c t i o n . T r a d i t i o n a l and

r i g h t i s t s c o r i n g t e a c h e r s voted s i g n i f i c a n t l y f o r t h e NPA, a r i g h t i s t

p a r t y , and p r o g r e s s i v e and l e f t i s t s c o r i n g t e a c h e r s voted s i g n i f i c a n t l y

f o r COPE, a l e f t i s t p a r t y .


To what e x t e n t was t h e v o t i n g behaviour of t e a c h e r s i n t h e 1972, 1975,

and 1979 p r o v i n c i a l e l e c t i o n s and t h e 1980 Vancouver s choo l board e l e c t i o n

r e l a t e d t o pe r sona l c h a r a c t e r i s t i c s of t e a c h e r s ?

FINDINGS

The p e r s o n a l c h a r a c t e r i s t i c s cons idered i n t h i s a n a l y s i s a r e age ,

gender , l e v e l of educa t ion , c a r e e r placement and r e l i g i o n .

A c r o s s t a b u l a t i o n of p r o v i n c i a l p a r t y voted f o r i n 1972, 1975 and

1979 by age shown i n Tab le s 43, 44, and 45 r e s p e c t i v e l y i n d i c a t e d no

s i g n i f i c a n t d i f f e r e n c e s i n vo t ing by age groups i n t h e p r o v i n c i a l

e l e c t i o n s s t u d i e d .

An a n a l y s i s f o r gender i n d i c a t e d t h a t t h e r e s u l t s were s i g n i c a n t f o r

t h e 1972 (Table 46) and 1975 (Table 47) e l e c t i o n s bu t no t t h e 1979 (Table

TABLE 43

CROSSTABULATION OF PROVINCIAL PARTY VOTED FOR IN 1972 BY AGE

.......................................................................... COUNT ROW PCT AGE IN YEARS COL PCT ROW TOT PCT 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-70 TOTAL

2 5 3 5 5 3 5 LIB. 7.1 17.9 10.7 17.9 17.9 10.7 17.9

11.1 10.2 8.8 27.8 20.8 14.3 35.7 1.1 2.6 1.6 2.6 2.6 1.6 2.6

7 22 15 7 11 11 5 6 NDP 8.3 26.2 17.9 8.3 13.1 13.1 6.0 7.1 84

38.9 44.9 44.1 38.9 45.8 52.4 35.7 60.0 44.2 3.7 11.6 7.9 3.7 5.8 5.8 2.6 3.2

1 6 3 4 8 4 1 2 1 S.C. 3.3 20.0 10.0 13.3 26.7 13.3 3.3 6.7 3.3 30

5.6 12.2 8.8 22.2 33.3 19.0 7.1 20.0 100.0 15.8 .5 3.2 1.6 2.1 4.2 2.1 .5 1.1 .5

1 OTHER 100.0

5.6 .5

1 3 11 4 1 2 2 1 NOT 4.0 12.0 44.0 16.0 4.0 8.0 8.0 4.0 2 5 ELIG. 100.0 16.7 22.4 11.8 5.6 9.5 14.3 10.0 13.2

.5 1.6 5.8 2.1 .5 1.1 1.1 .5

3 4 7 1 DID 20.0 26.7 46.7 6.7 NOT 16.7 8.2 20.6 5.6 VOTE 1.6 2.1 3.7 .5

C O L M 1 18 49 34 18 24 21 14 10 1 190 TOTAL .5 9.5 25.8 17.9 9.5 12.6 11.1 7.4 5.3 .5 100.0

NOTE

CHI SQR = 67.60 d f = 54 p = .10

TABLE 44

CROSSTABULATION OF PROVINCIAL PARTY VOTED FOX IN 1975 BY AGE

COUNT ROW PCT AGE IN YEARS COL PCT ROW TOT PCT 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-70 TOTAL

3 3 1 3 3 2 2 1 LIB 16.7 16.7 15.6 16.7 16.7 11.1 11.1 5.6 18

16.7 6.3 2.9 15.8 13.0 19.5 14.3 9.1 9.5 1.6 1.6 .5 1.6 1.6 1.1 1.1 .5

NDP

SC

1 5 NOT 11.1 55.6 ELIG. 100.0 10.4

.5 2.6

1 3 4 1 DID 11.1 33.3 44.4 11.1 NOT 5.6 6.3 11.8 5.3 VOTE .5 1.6 2.1 .5

COLUMN 1 18 48 34 19 23 21 14 11 1 190 TOTAL .5 9.5 25.3 17.9 10.0 12.1 11.1 7.4 5.8 .5 100.0

NOTE

CHI SQR = 51.40

TABLE 45

CROSSTABULATION OF PROVINCIAL PARTY VOTED FOR I N 1979 BY AGE

COUNT ROW PCT COL PCT

AGE IN YEARS

PC

L I B

NDP

SC

OTHER

NOT ELIG .

DID NOT VOTE

COLUlYN TOTAL

NOTE

CHI SQR = 62.70 df = 54 p = .20

TABLE 46

CROSSTABULATION OF PROVINCIAL PARTY VOTED FOR IN 1972 BY GENDER

................................................................ COUNT ROW PCT GENDER COL PCT ROW TOT PCT FEMALE MALE TOTAL

LIB

NDP

SC

OTHER

2 0 NOT 83.3 ELIGIBLE 16.1

10.6

DID NOT VOTE

COLUMN TOTAL

NOTE

CHI SQR = 14.04 df = 6 p = .03

TABLE 47

CROSSTABULATION OF PROVINCIAL PARTY VOTED FOR I N 1975 BY GENDER

COUNT ROW PCT COL PCT TOT PCT

GENDER

FEMALE MALE ROW TOTAL

LIB

NDP

SC

7 NOT 77.8 ELIGIBLE 5 .6

3.7

D I D NOT VOTE

COLUMN TOTAL

NOTE

CHI SQR = 10.88 df = 5 p = .05

105

4 8 ) e l e c t i o n . I n t h e s e e l e c t i o n s m a l e s a p p e a r e d more l i k e l y t o v o t e t h a n

f e m a l e s . The c r o s s t a b u l a t i o n o f p r o v i n c i a l p a r t y v o t e d f o r by l e v e l o f

e d u c a t i o n f o r t h e t h r e e e l e c t i o n s shown i n T a b l e 4 9 , T a b l e 5 0 and T a b l e 51

d i d n o t i n d i c a t e a s t a t i s t i c a l l y s i g n i f i c a n t t e n d e n c y .

The s imilar c r o s s t a b u l a t i o n f o r c a r e e r p l a c e m e n t shown i n T a b l e 5 2 ,

T a b l e 5 3 a n d T a b l e 5 4 imply E l e m e n t a r y t e a c h e r s a r e j u s t as l i k e l y t o v o t e

f o r e i t h e r p a r t y a s Secondary t e a c h e r s , howeve r , t h i s t e n d e n c y i s n o t

s t a t i s t i c a l l y s i g n i f i c a n t .

T a b l e 5 5 , T a b l e 56 and T a b l e 5 7 show t h e t h r e e r e l i g i o u s c a t e g o r i e s ,

P r o t e s t a n t a n d C a t h o l i c and O t h e r , v o t e d f o r t h e two m a j o r p o l i t i c a l

p a r t i e s .

I n t h e 1980 Vancouver s c h o o l b o a r d e l e c t i o n t h e means f o r a g e a n d

COPE v o t i n g ( T a b l e 5 8 ) and t h e means f o r a g e a n d TEAM v o t i n g ( T a b l e 59)

were beyond t h e . 0 5 l e v e l of s i g n i f i c a n c e . The means f o r a g e a n d NPA

v o t i n g ( T a b l e 6 0 ) were s i g n i f i c a n t ( p < . 0 5 ) and i n d i c a t e d no s i g n i f i c a n t

d i f f e r e n c e s be tween a g e g r o u p s f o r YP.4 v o t i n g .

T h e r e were a l s o no s i g n i f i c a n t d i f f e r e n c e s be tween g e n d e r a n d COPE

v o t i n g ( T a b l e 6 1 ) o r TEAM v o t i n g ( T a b l e 6 2 ) b u t a d i f f e r e n c e d i d a r i s e f o r

NPA v o t i n g ( p < . 0 5 , T a b l e 63). Males a p p e a r e d t o b e a s s o c i a t e d w i t h NP-4

v o t i n g .

I n terms o f c a r e e r p l a c e m e n t i n t h i s e l e c t i o n no s i g n i f i c a n t

d i f f e r e n c e was f o u n d be tween c a r e e r p l a c e m e n t and COFE v o t i n g ( T a b l e 64)

o r c a r e e r p l a c e m e n t and TEAM v o t i n g ( T a b l e 6 5 ) a n d s i g n i f i c a n t d i f f e r e n c e s

f o u n d be tween t h e means f o r NPA v o t i n g a n d c a r e e r p l a c e m e n t ( T a b l e 6 6 )

were d i s r e g a r d e d s i n c e t h e v a r i a b l e S e c o n d a r y p r i n c i p a l had a n n v a l u e

e q u a l t o o n e .

I n t e r m s of r e l l g i o n s i g n i f i c z n t d i f f e r e n c e s were found be tween t h e

t e x t c o n t i n u e d on page 1 2 5

106 TABLE 48

CROSSTABULATION OF PROVINCIAL PARTY VOTED FOR IN 1979 BY GENDER

LIB

NDP

OTHER

NOT ELIGIBLE

DID NOT VOTE

COLUMN TOTAL

NOTE

CHI SQR = 7.81 df = 6 p = .25

TABLE 49

CROSSTABULATION OF PROVINCIAL PARTY

VOTED FOR IN 1972 BY LEVEL OF EDUCATION

COUNT LEVEL OF EDUCATION ROW PCT ROW COL PCT 3 YRS. 4 YRS. 5 YRS. M.A. Dr. TOTAL TOT PCT

LIB

5 NDP 6.0

50.0 2.6

OTHER

2 6 10 7 NOT 8.0 24.0 40.0 28.0 26 ELIGIBLE 20.0 20.0 10.8 12.7 13.2

1.1 3.2 5.3 3.7

DID 1 3 7 4 NOT 6.7 20.0 46.7 26.7 VOTE 10.0 10.0 7.5 7.3

.5 1.6 3.7 2.1

CHI SQR = 14.76 df = 24 p = .93

TABLE 50



COUNT LEVEL OF EDUCATION ROW PCT ROW COL PCT 3 YRS. 4YRS. 5YRS. M.A. Dr. TOTAL TOT PCT

LIB

NDP

1 1 4 3 NOT 11.1 11.1 44.4 33.3 ELIGIBLE 10.0 3.3 4.3 5.5

.5 .5 2.1 1.6

DID 1 2 5 1 NOT 11.1 22.2 55.6 11.1 VOTE 10.0 6.7 5.4 1.8

.5 1.1 2.6 .5

COLrnlN 10 3 0 9 3 55 1 189 TOTAL 5.3 15.9 49.2 29.1 .5 100.0

NOTE

CHI SQR = 17.44 df = 20 p = .62

TABLE 51



COUNT LEVEL OF EDUCATION ROW PCT ROW COL PCT 3 YRS. 4 YRS. 5 YRS. M.A. Dr. TOTAL TOT PCT

1 L I B 7 .1

10.0 .5

4 16 54 3 5 NDP 3.7 14.7 49.5 32.1

40.0 51.6 55.7 62.5 2.1 8.2 27.7 17.9

OTHER

NOT ELIGIBLE

D I D 2 1 2 1 NOT 33.3 16.7 33.3 16.7 VOTE

6 20.0 3.2 2.1 1.8 3.1 1.0 .5 1.0 .5

COLUMN 10 3 1 97 56 1 195 TOTAL 5.1 15.9 49.7 28.7 .5 100.0

NOTE

C H I SQR = 32.96 d f = 24 p = .10

TABLE 52


VOTED FOR IN 1972 BY CAREER PLACEMENT

COUNT ROW PCT ELEM SEC ELEM SEC ELEM SEC ROW COL PCT TEACHER TEACHER PRINC PRINC V-PRINC V-PRINC TOTAL TOT PCT

16 8 2 LIB 61.5 30.8 7.7

15.8 10.7 50.0 8.7 4.3 1.1

40 4 1 1 NDP 48.2 49.4 1.2

39.6 54.7 25.0 21.7 22.3 .5

19 4 NOT 82.6 17.4 ELIGIBLE 18.8 5.3

10.3 2.2

DID 8 7 NOT 53.3 46.7 VOTE 7.9 9.3

4.3 3.8

COLUMN 101 75 4 1 1 2 184 TOTAL 54.9 40.8 2.2 .5 .5 1.1 100.0

NOTE

CHI SQR = 36.68 df = 25 p = .06

TABLE 53


VOTED FOR IN 1975 BY CAREER PLACEMENT

COUNT ROW PCT ELEM SEC ELEM SEC ELEM SEC ROW COL PCT TEACHER TEACHER PRINC PRINC V-PRINC V-PRINC TOTAL TOT PCT

11 4 2 LIB 64.7 23.5 11.8

11.0 5.3 40.0 6.0 2.2 1.1

47 5 2 2 NDP 46.1 51.0 2.0

47.0 69.3 40.0 25.5 28.3 1.1

6 3 NOT 66.7 33.3 ELIGIBLE 6.0 4.0

3.3 1.6

DID 6 3 NOT 66.7 33.3 VOTE 6.0 4.0

3.3 1.6

1 2.6 39 50. 0 21.2

.5

COLUMN 100 75 5 1 1 2 184 TOTAL 54.3 40.8 2.7 .5 .5 1.1 100.0

NOTE

CHI SQR = 31.97 df = 25 p = .16

TABLE 55


VOTED FOR IN 1972 BY RELIGION

7 19 1 LIB 25.9 70.4 3.7 2 7

36.8 18.3 2.0 15.6 4.0 11.0 .6

6 4 1 26 NDP 8.2 56.2 35.6 73

31.6 39.4 62.0 42.2 3.5 23.7 15.0

SC

OTHER

2 10 10 NOT 9.1 45.5 45.5 22 ELIGIBLE 10.5 9.6 20.0 12.7

1.2 5.8 5.8

DID 2 5 7 NOT 14.3 35.7 50.0 14 VOTE 10.5 4.8 14.0 8.1

1.2 2.9 4.0

COLUMN 19 104 5 0 173 TOTAL 11.0 60.1 28.9 100.0

NOTE

CHI SQR = 26.45 df = 12 p = .01

TABLE 56



.................................................. COUNT ROW PCT CATHOLIC PROTESTANT OTHER ROW COL PCT TOTAL TOT PCT

PC

LIB

NDP

NOT ELIGIBLE

DID NOT VOTE

COLUMN TOTAL

CHI SQR = 19.30 df = 10 p = .04

TABLE 57



2 9 2 LIB 15.4 69.2 15.4 13

9.5 8.6 3.8 7.3 1.1 5.0 1.1

8 50 38 NDP 8.3 52.1 39.6 96

38.1 47.6 71.7 53.6 4.5 27.9 21.2

SC

OTHER

NOT ELIGIBLE

DID 2 3 2 NOT 28.6 42.9 28.6 7 VOTE 9.5 2.9 3.8 3.9

1.1 1.7 1.1

COLUMN 2 1 105 53 179 TOTAL 11.7 58.7 29.6 100.0

CHI SQR = 21.33 df = 12 p = .05

TABLE 58



MEANS ON COPE VOTING ORIENTATION BY AGE

COPE VOTING ORIENTATION SIGNIFICANT

- DIFFERENCE AGE n x S.D. F P BETWEEN * -

PAIRED MEANS

40 - 44 19 2.58 2.12 .82 ' n.s. NONE

45 - 49 2 5 3.20 2.69

NOTE

* Student-Neurnan-Keuls-Procedure, a l p h a = .05

TABLE 60



MEANS ON NPA VOTING ORIENTATION BY AGE

NPA VOTING ORIENTATION SIGNIFICANT

- DIFFERENCE AGE C! x S .D. F P BETWEEN jk

PAIRED MEANS

2.00 2.28 n.s. NONE

1.68

................................................................

NOTE

df = 9,191

* Student-Neurnan-Keuls-Procedure, alpha = .05

TABLE 62

t TEST OF SIGNIFICANT

OF MEANS ON TEAM

DIFFERENCES

VOTING

ORIENTATION BY GENDER

............................................................

TEAM VOTING ORIENTATION

- C! x S.D. t P

............................................................

FEMALE 131 .64 1.13

MALE 6 8 .78 .94

............................................................

NOTE

* df = 197

TABLE 63


OF MEANS ON NPA VOTING

ORIENTATION BY GENDER

NPA VOTING ORIENTATION

S.D.

FEMALE 131 .50 1.28 -2.15* <.05

MALE 68 .50 1.75

NOTE

* df = 197

TABLE 65



MEANS ON TEAM VOTING ORIENTATION

BY CAREER PLACEMENT

TEAM VOTING ORIENTATION SIGNIFICANT

- DIFFERENCE G x S.D. F P BETWEEN *

PAIRED MEANS

Elementary 105 .75 1.20 Teacher

Secondary 81 .60 .90 Teacher

Elementary 5 .80 1.10 Principal .29 n.s. NONE

Secondary 1 . 00 - Principal

Elementary 1 1.00 - V-Principal

Secondary 2 .50 .71 V-Principal

NOTE


TABLE 66



MEANS ON NPA VOTING ORIENTATION

B Y CAREER PLACEMENT

N P A VOTING ORIENTATION SIGNIFICANT


PAIRED MEANS

Elementary 105 Teacher

Secondary 81 Teacher

Elementary 5 Principal

Secondary 1 Principal

Elementary 1 V-Principal

Secondary 2 V-Principal

NOTE

df = 5,189


125

means of C a t h o l i c and o t h e r i n t e a c h e r s vo t ing f o r COPE (Table 67) . No

s i g n i f i c a n t d i f f e r e n c e s were found between t h e t h r e e r e l i g i o u s c a t e g o r i e s

i n t e a c h e r s vo t ing f o r TEAM (Table 68) o r t e a c h e r s vo t ing f o r NPA (Table

69) .

Table 70 p r e s e n t s t h e summary t a b l e of t h e s e p a r a t e l i n e a r s t epwise

r e g r e s s i o n a n a l y s i s f o r COPE vo t ing i n t h e 1980 Vancouver School Board

e l e c t i o n us ing s e l e c t e d v a r i a b l e s . The r e s u l t s i n d i c a t e t h a t f o r COPE

vo t ing t h e on ly s i g n i f i c a n t p r e d i c t o r w i th in t h e .05 l e v e l of s i g n i f i c a n c e

i s KPIS.

A s i m i l a r r e g r e s s i o n a n a l y s i s f o r TEAM vo t ing d i d no t produce

s i g n i f i c a n t p r e d i c t o r s w i th in t h e .05 l e v e l of s i g n i f i c a n c e .

Table 71 p r e s e n t s t h e summary t a b l e of t h e r e g r e s s i o n a n a l y s i s f o r

NPA vot ing i n t h e 1980 Vancouver s choo l board e l e c t i o n . The r e s u l t s

i n d i c a t e t h r e e s i g n i f i c a n t p r e d i c t o r s of NPA vo t ing which are KPIS, c a r e e r

l e v e l and t r a d i t i o n a l ESVII s c o r e s i n o r d e r of s i g n i f i c a n c e .

DISCUSSION

One might suspec t t h a t c e r t a i n t r a i t s may c h a r a c t e r i z e a person ' s

vo t ing p a t t e r n . That is , perhaps t h e r e e x i s t s a n o v e r t c h a r a c t e r i s t i c

which i s r e l a t e d t o vo t ing behaviour a s t h e dynamics of behaviour and

pe rcep t ion i n t e r a c t w i th in an i n d i v i d u a l .

The r e s u l t s r e v e a l age h a s shown no s i g n i f i c a n c e i n p r e d i c t i n g

i n d i v i d u a l vo t ing behaviour i n t h e t h r e e p r o v i n c i a l e l e c t i o n s and t h e 1980

Vancouver s choo l board e l e c t i o n cons idered i n t h i s s t udy .

Gender t h e second pe r sona l c h a r a c t e r i s t i c cons idered i n t h i s s t udy

might conce ivably i n f l u e n c e an i n d i v i d u a l t o vo t e f o r one p a r t y i n favour

of ano the r i f a perce ived s e x u a l b i a s a r o s e i n one o r more of t h e p a r t i e s .

It appea r s t h a t one p a r t y a t t h e municipal l e v e l , t h e NPA, a s t r o n g l y

s t a t e d , r i g h t i s t p a r t y h a s a l a r g e male vote .

TABLE 67



MEANS ON COPE VOTING ORIENTATION BY RELIGION

COPE VOTING ORIENTATAION SIGNIFICANT

- DIFFERENCES n - x S.D. F P BETWEEN *

PAIRED MEANS

CATHOLIC 2 1 2.19 2.29

PROTESTANT 106 3.12 2.76 3.34 <.05 CATH/ OTHER

OTHER 5 5 3.98 3.21

................................................................

NOTE

df = 2,179


TABLE 68



MEANS ON TEAM VOTING ORIENTATION BY RELIGION

TEAM VOTING ORIENTATAION SIGNIFICANT


PAIRED MEANS

CATHOLIC 2 1 .67 .86

PROTESTANT 106 .75 1.01 .14 n.s . NONE

OTHER 55 .65 1.32

NOTE

d f = 2,179

* Student-Neuman-Keuls-Procedure, a lpha = .05

TABLE 69



MEANS ON NPA VOTING ORIENTATION BY RELIGION

NPA VOTING ORIENTATAION SIGNIFICANT

- DIFFERENCE n - x S.D. F P BETTEEN *

PAIRED MEANS

CATHOLIC 2 1 .95 1.60

PROTESTANT 106 .79 1.65 1.09 n.s. NONE

OTHER 55 .47 1.18

NOTE

df = 2,179


SUMMARY

SCORES

TABLE 70

MULTIPLE REGRESSION ANALYSIS USING FACTOR

PREDICT COPE VOTING ON SELECTED VARIABLES

VARIABLES MULTIPLE

R R SQR

INCREASE

IN SQR

KPIS

CONSTANT

- ~- -

NOTE

* p < .05

TABLE 71

SUMMARY OF WLTIPLE REGRESSION ANALYSIS USING FACTOR

SCORES TO PREDICT NPA VOTING ON SELECTED VARIABLES

MULTIPLE INCREASE VARIABLES

R R SQR IN SQR b F

* KPIS .34 .12 .12 .26 20.78

CONSTANT -. 52 * CAREER LEVEL .43 .18 .06 .43 14.28

CONSTANT -1.18 * TRAD ESVII .46 .21 .03 .26 6.89

CONSTANT -2.28

NOTE

131

The t h i r d pe r sona l c h a r a c t e r i s t i c of t e a c h e r s i n t h i s s t udy i s t h a t

of l e v e l o f educa t ion . There appear t o be no s i g n i f i c a n t r e l a t i o n s h i p s

t o l e v e l of educa t i on and vo t ing behaviour i n t h e t h r e e p r o v i n c i a l

e l e c t i o n s and t h e 1980 Vancouver School Board e l e c t i o n cons ide red i n t h i s

s t udy .

The f o u r t h c h a r a c t e r i s t i c t h a t may i n f l u e n c e an i n d i v i d u a l ' s vo t i ng

i s t h a t of c a r e e r placement. A pe r son ' s job r o l e may become p a r t of t h a t

pe r son ' s s e l f image and i n f l u e n c e h i s o r h e r r e l a t i o n s h i p w i th c o l l e a g u e s

and o t h e r s . I n a n e l e c t i o n one might presume t h a t were a p a r t y perce ived

a s f avou r ing one group o r ano the r it would be l o g i c a l t h a t t h e members of

t h e favoured group would l i k e l y vo t e f o r t h e p a r t y t h a t would a c t i n t h e i r

b e s t i n t e r e s t s . Teachers vo t i ng d i d n o t show a s i g n i f i c a n t r e l a t i o n s h i p

t o c a r e e r placement i n t h e e l e c t i o n s cons ide red i n t h i s s t udy .

R e l i g i o n , t h e f i f t h c h a r a c t e r i s t i c cons ide red , ha s evoked s t r o n g

emot iona l r e sponses throughout h i s t o r y . The d i s t i n c t i o n between p o l i t i c s

and r e l i g i o n has no t a lways been a c l e a r one. I t is c l e a r , t h a t i f

r e l i g i o n were t o form a b e l i e f system c o n s i s t e n t w i th a p o l i t i c a l

o r i e n t a t i o n one might expec t v o t i n g t o fo l l ow p a t t e r n s c o n s i s t e n t wi th

t h a t ideo logy . The on ly s i g n i f i c a n t r e s u l t s t h a t a r o s e i n t h e f i n d i n g s

were no t meaningful . The f i n d i n g s do n o t r e v e a l s i g n i f i c a n t r e l a t i o n s h i p s

between t h e t h r e e r e l i g i o u s groups C a t h o l i c , P r o t e s t a n t . and Other and

v o t i n g behaviour of Vancouver t e a c h e r s .

The p e r s o n a l c h a r a c t e r i s t i c s of Vancouver t e a c h e r s , t h a t o f a g e ,

gender , l e v e l o f e d u c a t i o n , c a r e e r placement , and r e l i g i o n were no t

r e l a t e d s i g n i f i c a n t l y t o v o t i n g behaviour i n t h e e l e c t i o n s s t u d i e d .

R e l a t i o n s h i p s w i t h t h e s e c h a r a c t e r i s t i c s were uncommonand t h o s e t h a t do

e x i s t do no t o f f e r c o n c l u s i v e i n fo rma t ion . It i s r ea sonab l e t o assume

132

that the personal characteristics of teachers in Vancouver do not relate

in any practical way to voting behaviour in the elections studied.

CHAPTER 5

SUMMARY AND CONCLUSIONS

SUMMARY

THE PROBLEM

The c e n t r a l problem of t h i s s tudy w a s twofold (1) t o i n v e s t i g a t e t h e

r e l a t i o n s h i p between t h e educa t iona l i d e o l o g i e s and p o l i t i c a l i d e o l o g i e s

of a random sample of t e a c h e r s i n t h e Vancouver s choo l d i s t r i c t , and ( 2 )

t o examine t h e r e l a t i o n s h i p between t h e e d u c a t i o n a l and p o l i t i c a l

i d e o l o g i e s of t h e s e t e a c h e r s and t h e i r vo t ing behaviour i n t h e 1972, 1975

and 1979 p r o v i n c i a l e l e c t i o n s and i n t h e 1980 Vancouver school board

e l e c t i o n .

ANALYSIS OF THE PROBLEM

The e d u c a t i o n a l system may be viewed a s a subsystem o f a more

p o l i t i c a l system. The p o l i t i c a l system and t h e e d u c a t i o n a l system i n a

democracy are a l s o h igh ly i n t e rdependen t (C i s tone , 1972). ( The p o l i t i c a l

system i s dependent upon t h e educa t iona l system f o r t h e s o c i a l i z a t i o n o f

youth i n t o t h e p o l i t i c a l c u l t u r e and t r a i n i n g of p o l i t i c a l l e a d e r s whi le

t h e n a t u r e o f t h e p o l i t i c a l o r d e r de te rmines t h e scope and c h a r a c t e r of

educa t ion i n c l u d i n g its c o s t s and b e n e f i t s . I n our democrat ic system, i t

i s only through e l e c t e d r e p r e s e n t a t i v e s t h a t v o t e r s can i n f l u e n c e t h e

p o l i t i c a l system. E l i g i b l e v o t e r s i n c l u d i n g t axpaye r s , t e a c h e r s and

p a r e n t s , would be expected t o vo te i n t h e i r own b e s t i n t e r e s t s du r ing an

e l e c t i o n . Two e d u c a t i o n a l i d e o l o g i e s , t r a d i t i o n a l i s m and progress iv i sm,

appear t o s h a r e similar c h a r a c t e r i s t i c s t o two p o l i t i c a l i d e o l o g i e s ,

r i g h t i s t and l e f t i s t i d e o l o g i e s r e s p e c t i v e l y . I f t e a c h e r s pos se s s a

cohe ren t set of p r i n c i p l e s i t could be expected t h a t a r e l a t i o n s h i p would

e x i s t between e d u c a t i o n a l and p o l i t i c a l ideology. I f t h i s i s s o , i t would

be l o g i c a l t h a t a r e l a t i o n s h i p would be r e f l e c t e d i n t e a c h e r s ' vo t ing .

SUBPROBLEMS

Subproblem 1 i n v e s t i g a t e d t o what e x t e n t t h e e d u c a t i o n a l i d e o l o g i e s

(traditionalism/progressivism) of t e a c h e r s r e l a t e t o t h e p o l i t i c a l

i d e o l o g i e s ( l e f t / r i g h t ) of t e a c h e r s .

Subproblem 2 i n v e s t i g a t e d t o what e x t e n t t h e e d u c a t i o n a l and

p o l i t i c a l i d e o l o g i e s of t e a c h e r s r e l a t e t o t e a c h e r s ' pe r sona l

c h a r a c t e r i s t i c s .

Subproblem 3 i n v e s t i g a t e d t h e p a t t e r n of t e a c h e r s ' v o t i n g behaviour

i n Vanvouver's f i v e e l e c t o r a l d i s t r i c t s i n t h e 1972, 1975 and 1979

p r o v i n c i a l e l e c t i o n s and t o what e x t e n t was t h i s vo t ing p a t t e r n was

congruent w i th t h a t of t h e g e n e r a l e l e c t o r a t e .


p o l i t i c a l i d e o l o g i e s of t e a c h e r s r e l a t e d t o t h e vo t ing behaviour of

t e a c h e r s i n t h e 1972, 1975 and 1979 p r o v i n c i a l e l e c t i o n s .

Subproblem 5 i n v e s t i g a t e d t h e p a t t e r n o f t e a c h e r s ' vo t ing behaviour

i n t h e 1980 Vancouver s choo l board e l e c t i o n and t o what e x t e n t t h i s

p a t t e r n was congruent wi th t h a t of t h e g e n e r a l e l e c t o r a t e .


p o l i t i c a l i d e o l o g i e s of t e a c h e r s r e l a t e d t o t h e vo t ing behaviour of

t e a c h e r s i n t h e 1980 Vancouver s choo l board e l e c t i o n .

Subproblem 7 i n v e s t i g a t e d t h e r e l a t i o n s h i p of t e a c h e r s ' vo t ing

behaviour i n t h e 1972, 1975 and 1979 p r o v i n c i a l e l e c t i o n s and t h e 1980

Vancouver s choo l board e l e c t i o n t o pe r sona l c h a r a c t e r i s t i c s of t e a c h e r s .

RESULTS

It was found t h a t t r a d i t i o n a l i s m and progress iv i sm a s measured by t h e

ESVII scale were s i g n i f i c a n t l y and n e g a t i v e l y r e l a t e d i n a sample of

Vancouver t e a c h e r s . These two v a r i a b l e s , p r ev ious ly cons idered

independent , were a l s o r e l a t e d t o p o l i t i c a l ideo logy a s measured by t h e

135 KPIS. T r a d i t i o n a l ESVII s c o r e s were r e l a t e d t o r i g h t i s t KPIS and

p rog re s s ive ESVII s c o r e s were r e l a t e d t o l e f t i s t KPIS.

Few s e l e c t e d pe r sona l c h a r a c t e r i s t i c s of Vancouver t e a c h e r s were

cons idered t o be s i g n i f i c a n t l y r e l a t e d t o e d u c a t i o n a l and p o l i t i c a l

i d e o l o g i e s .

Vancouver t e a c h e r s showed c o n s i s t e n t vo t ing p a t t e r n s t h a t r e l a t e d t o

e d u c a t i o n a l and p o l i t i c a l ideo logy i n t h e e l e c t i o n s s t u d i e d . T r a d i t i o n a l

s c o r i n g t e a c h e r s p r e f e r r e d t h e S o c i a l C r e d i t p a r t y i n a l l t h r e e p r o v i n c i a l

e l e c t i o n s and showed s i g n i f i c a n t d i f f e r e n c e s between S o c i a l C r e d i t and NDP

i n t h e 1972 and 1975 p r o v i n c i a l e l e c t i o n s . P rog re s s ive s c o r i n g t e a c h e r s

d i d no t show s i g n i f i c a n t d i f f e r e n c e s between t h e p r o v i n c i a l p o l i t i c a l

p a r t i e s . When compared wi th t h e g e n e r a l e l e c t o r a t e , both t h e g e n e r a l

e l e c t o r a t e and t h e Vancouver t e a c h e r s voted most h e a v i l y f o r t h e NDP and

t h e S o c i a l C r e d i t p a r t i e s . The g e n e r a l e l e c t o r a t e vo t ing suppor t was more

evenly d iv ided between t h e two major p a r t i e s t han t h e t e a c h e r s who

favoured t h e NDP.

The r i g h t i s t s c o r i n g t e a c h e r s p r e f e r r e d t h e S o c i a l C r e d i t and

P rog re s s ive Conserva t ive p a r t i e s which are g e n e r a l l y cons idered r i g h t i s t

p a r t i e s and l e f t i s t t e a c h e r s p r e f e r r e d t h e L i b e r a l and NDP p a r t i e s

g e n e r a l l y cons ide red l e f t i s t p a r t i e s f o r a l l t h r e e p r o v i n c i a l e l e c t i o n s .

S i g n i f i c a n t d i f f e r e n c e s were found between t h e l e f t i s t and r i g h t i s t

p a r t i e s .

A t t h e municipal l e v e l t e a c h e r s voted more h e a v i l y i n t h e 1980

Vancouver s choo l board e l e c t i o n than d i d t h e g e n e r a l e l e c t o r a t e . They

a l s o voted more h e a v i l y f o r t h e COPE c a n d i d a t e s whi le t h e g e n e r a l

e l e c t o r a t e more evenly suppor ted COPE and NPA.

Both t r a d i t i o n a l and r i g h t i s t s c o r i n g t e a c h e r s were s i g n i f i c a n t l y and

p o s i t i v e l y r e l a t e d t o NPA vot ing . S i m i l a r l y , both p rog re s s ive and l e f t i s t

136 scoring teachers were significantly and positively related to COPE voting

in the school board election. NPA is generally considered a

philosophically right party while COPE is considered philosophically left.

KPIS was found to be a common significant predictor of COPE and NPA

voting at the school board level. No significant predictors were found

between the variables and provincial party voting.

CONCLUSIONS

IN RELATION TO POLITICAL AND EDUCATIONAL IDEOLOGY

The results of this study add information regarding the relationship

of educational and political ideologies. There is sufficient information

to suggest that educational ideology in Vancouver teachers is related to a

political ideology. Teachers who were traditional in educational ideology

scores were slightly more rightist in their political ideology scores and

conversely, teachers who were progressive in their ideology scores were

slightly leftist in their political ideology scores. Vancouver teachers

expressed a cohesive overall philosophy which guided their behaviour both

politically and educationally.

A second significant finding was the relationship between

traditionalism and progressivism. Previously, thought to be two

independent variables, this study found the variables to be

significantly and negatively related which suggests that traditionalism

and progressivism can be viewed as a unidimensional continuum. The

apparent similarity of the ESVII and KPIS does not agree with Kerlinger's

perception of the scale and signals an area for further research. The

scale did prove very useful in assigning teachers to an educational

philosophy.

Additionally, the KPIS also proved a reliable scale. This scale was

designed and adapted by Kornberg et a1 for use in various studies dealing

137 wi th q u e s t i o n s such a s t h e comparison of d i f f e r e n t groups pe rcep t ions of

t h e i r p o l i t i c a l p o s i t i o n and t h e Canadian p o l i t i c a l p a r t i e s p o s i t i o n s on a

un id imens iona l continuum. Though n o t o r i g i n a l l y designed f o r a s t udy of

t e a c h e r s p o l i t i c a l p r e f e r ence , t h e s c a l e h a s shown c o n s i s t e n t and

meaningful r e s u l t s . The s c a l e n o t o n l y c o r r e l a t e d w e l l w i th t h e Ke r l i nge r

s c a l e , i t was a l s o t h e f i r s t ranked s i g n i f i c a n t p r e d i c t o r o f NPA v o t i n g

and COPE v o t i n g i n t h e 1980 Vancouver s choo l board e l e c t i o n .

I N RELATION TO PERSONAL CHARACTERISTICS

I n t h i s s t udy i t was shown t h a t e d u c a t i o n a l and p o l i t i c a l i d e o l o g i e s

a r e r e l a t e d t o few pe r sona l c h a r a c t e r i s t i c s o f Vancouver t e a c h e r s . The

v a r i a b l e s cons ide red i n t h i s s t udy were age , gender , l e v e l of educa t i on ,

c a r e e r placement and r e l i g i o n . Of t h e s e on ly c a r e e r placement showed no

r e l a t i o n s h i p s t o e d u c a t i o n a l and p o l i t i c a l ideo logy . The Pearson t e s t

i n d i c a t e d a n e g a t i v e r e l a t i o n s h i p between p r o g r e s s i v e s c o r i n g t e a c h e r s and

a g e sugges t i ng p r o g r e s s i v e s c o r i n g t e a c h e r s tended t o be younger wh i l e a

p o s i t i v e r e l a t i o n s h i p between KPIS and age sugges t l e f t i s t s c o r i n g

t e a c h e r s were younger and r i g h t i s t s c o r i n g t e a c h e r s were s e n i o r . However,

t h e Pearson test d i d n o t i n d i c a t e a r e l a t i o n s h i p between t r a d i t i o n a l

s c o r i n g t e a c h e r s and age. I n a d d i t i o n , a one way a n a l y s i s of v a r i a n c e d i d

n o t suppo r t t h e Pearson tes t r e s u l t s f o r t h e s e v a r i a b l e s exc lud ing t h e

non - r e l a t i onsh ip appeared between t r a d i t i o n a l s c o r i n g t e a c h e r s and age.

That is , no r e l a t i o n s h i p w a s found between p r o g r e s s i v e s c o r e s of t e a c h e r s

and age o r KPIS and age u s ing t h e l a t te r tes t . The l a c k of congruence

between t h e r e s u l t s o f t h e s e two tests l e a v e s i n t e r p r e t a t i o n open t o

argument. The re fo re no conc lu s ion can be drawn between age and p o l i t i c a l

o r e d u c a t i o n a l ideo logy .

Gender o f f e r e d some i n t e r e s t i n g r e s u l t s . The t t e s t (Table 8 and

Table 9) and t h e Pearson t es t (Table 11) both suppor t t h e p r o p o s i t i o n t h a t

138 gender may be r e l a t e d t o educa t iona l ideo logy bu t n o t r e l a t e d t o p o l i t i c a l

ideo logy . The t test sugges t s t e a c h e r s wi th t r a d i t i o n a l s c o r e s tended t o

be male and p rog re s s ive s c o r i n g t e a c h e r s tended t o be female. The Pearson

test s u p p o r t s t h e p rog re s s ive s c o r e s r e l a t i o n s h i p t o female gender wi th a

c o e f f i c i e n t of -.19. An i n t e r p r e t a t i o n might s u g g e s t , a l b e i t weakly, a

s o c i o l o g i c a l b a s i s f o r educa t iona l phi losophy. That is t h e male o r female

gender may favour a t r a d i t i o n a l o r p rog re s s ive approach t o educa t ion . I f

t h i s is t r u e and i f i t is a l s o t r u e t h a t a s t u d e n t l e a r n s more r e a d i l y i n

an e d u c a t i o n a l environment t h a t a g r e e s p h i l o s o p h i c a l l y w i t h t h e i r own, we

need t o r e e v a l u a t e some assumptions of e q u a l i t y between gender. The

d i f f e r e n c e found h e r e may be p a r t i c u l a r t o t h e sample i n t h i s s t udy and

may n o t apply t o t h e g e n e r a l populous. A s t udy of o t h e r groups

educa t iona l phi losophy a s it r e l a t e s t o gender would c l a r i f y t h i s

ques t i on .

Level of educa t ion showed no r e l a t i o n s h i p t o e d u c a t i o n a l ideology and

on ly a weak n e g a t i v e c o r r e l a t i o n (-.16) t o p o l i t i c a l ideo logy . The

c o r r e l a t i o n s u g g e s t s t h a t more h igh ly educated t e a c h e r s tend t o be

l e f t i s t . T h i s r e l a t i o n s h i p may have some i m p l i c a t i o n s f o r t h e s o c i a l i z i n g

e f f e c t of h ighe r educa t ion i f it could be suppor ted by s t r o n g e r evidence.

On t h e merits of t h i s weak c o r r e l a t i o n t h e r e s u l t must be i n t e r p r e t t e d

w i th c a u t i o n .

I n p r o v i n c i a l vo t ing t h e t r a d i t i o n a l s c o r e s of t h o s e v o t i n g S o c i a l

C r e d i t were s l i g h t l y h ighe r than f o r t h o s e exp re s ing o t h e r vo t ing

p re fe rences . The l e f t i s t v o t e , however, was d iv ided between t h e NDP and

L i b e r a l p a r t i e s and i n a d d i t i o n p rog re s s ive s c o r i n g t e a c h e r s appeared t o

have d i s t r i b u t e d t h e i r vo te . It is conce ivable t h a t dur ing an e l e c t i o n i f

one of t h e l e f t i s t p a r t i e s showed s t r o n g suppor t f o r educa t ion i t could

ag regga t e t h e v o t e s of t h e l e f t i s t and p rog re s s ive s c o r i n g t e a c h e r s . I n a

139 r i d i n g where c a n d i d a t e s are e l e c t e d by small marg ins and g i v e n t h a t

t e a c h e r s v o t e more h e a v i l y as a g roup t h a n t h e g e n e r a l e l e c t o r a t e a

c a n d i d a t e c o u l d be e l e c t e d on a n e d u c a t i o n a l i s s u e .

I N RELATION TO VOTING BEHAVIOUR

I n p r o v i n c i a l v o t i n g t e a c h e r s w i t h t r a d i t i o n a l s c o r e s showed

p r e f e r e n c e f o r t h e S o c i a l C r e d i t p a r t y . The r i g h t i s t s c o r i n g t e a c h e r s '

p r e f e r e n c e was f o r b o t h t h e S o c i a l C r e d i t and P r o g r e s s i v e C o n s e r v a t i v e

p a r t i e s . L e f t i s t s c o r i n g t e a c h e r s ' most f r e q u e n t c h o i c e was f o r t h e

l e f t i s t p a r t i e s , t h e NDP and L i b e r a l p a r t i e s . S i g n i f i c a n t d i f f e r e n c e s

were found between t h e l e f t i s t and r i g h t i s t p a r t i e s i n t h e p e r c e p t i o n of

t h e t e a c h e r s and v o t i n g was weakly b u t s i g n i f i c a n t l y r e l a t e d t o t h a t

p e r c e p t i o n . The t e a c h e r s w i t h p r o g r e s s i v e s c o r e s vo ted w i t h more

d i s t r i b u t i o n i n t h e i r c h o i c e o f p a r t y i n p r o v i n c i a l v o t i n g .

A t t h e l o c a l l e v e l t e a c h e r s e d u c a t i o n a l and p o l i t i c a l i d e o l o g i e s

r e l a t e d t o t e a c h e r s v o t i n g p r e f e r e n c e i n t h e 1980 Vancouver s c h o o l board

e l e c t i o n . T r a d i t i o n a l and r i g h t i s t s c o r i n g t e a c h e r s vo ted f o r t h e NPA

p a r t y w h i l e p r o g r e s s i v e and l e f t i s t s c o r i n g t e a c h e r s vo ted f o r t h e COPE

p a r t y . A t t h i s l e v e l i t appeared t h e t e a c h e r s v o t e had much i n f l u e n c e .

T e a c h e r s may f r e q u e n t l y be f a m i l i a r w i t h t h e c a n d i d a t e s i n a s c h o o l board

e l e c t i o n and are f r e q u e n t l y more informed a b o u t t h e i s s u e s and p l a t f o r m s

t h a n are t h e g e n e r a l e l e c t o r a t e . A t t h e s c h o o l board l e v e l t e a c h e r

r e p r e s e n t a t i v e s must n e g o t i a t e salaries and working c o n d i t i o n s . It is

a l s o a t t h i s l e v e l t h a t d e c i s i o n s a b o u t programs, d i s t r i b u t i o n o f

r e s o u r c e s and most o t h e r m a t t e r s of a d m i n i s t r a t i o n and p o l i c y making t a k e

p l a c e . The t e a c h e r t h e r e f o r e must

c o n s i d e r as a r e s u l t of e x p e r i e n c e t h e e d u c a t i o n a l i s s u e s and consequences

o f d e c i s i o n s a t v a r i o u s l e v e l s o f government. During a s c h o o l board

e l e c t i o n t e a c h e r s would be e x p e c t e d t o v o t e f o r c a n d i d a t e s p e r c e i v e d t o be

140 sympathet ic t o educa t ion . S ince t e a c h e r s vo t e more h e a v i l y than t h e

g e n e r a l e l e c t o r a t e and Vancouver's s choo l board has had a f i v e t o f o u r

m a j o r i t y , t h e r e l a t i v e l y small number of vo t e s needed t o elect a

cand ida t e sugges t s t e a c h e r s may c a s t t h e dec id ing b a l l o t i n a s choo l board

e l e c t i o n i n Vancouver.

I n r e l a t i o n t o vo t ing a t t h e school board l e v e l i t was found t h a t

KPIS was a s i g n i f i c a n t p r e d i c t o r of both COPE and NPA vot ing . Th i s

would confirm t h e h e a l t h of p a r t i s a n p o l i t i c s a t t h e school board l e v e l

s i n c e t h e s e p a r t i e s a r e perce ived a s l e f t i s t and r i g h i s t by Vancouver

t e a c h e r s .

FURTHER RESEARCH

Add i t i ona l r e s e a r c h i s needed r ega rd ing t h e r e l a t i o n s h i p of

e d u c a t i o n a l and p o l i t i c a l i d e o l o g i e s and vo t ing behaviour t o confirm t h e

r e s u l t s of t h i s s t udy . Though r e l a t i o n s h i p s were found t h e r e l i a b l i t y of

t h e s e i n t e r p r e t a t i o n s can on ly be s u b s t a n t i a t e d by much more r e sea rch .

The e f f e c t s of p o l i t i c a l and educa t iona l ideo logy on t h e

s o c i a l i z a t i o n of t h e youth is a ques t i on i n need of in format ion .

Educa t iona l ideo logy appeared t o be r e l a t e d t o gender . Does t h i s f a c t o r

i n f l u e n c e t h e l e a r n i n g of females o r males i n e i t h e r a t r a d i t i o n a l o r

p r o g r e s s i v e environment. What is l ea rned of p o l i t i c a l ideo logy i n t h e

t r a d i t i o n a l and p rog re s s ive environments. To what e x t e n t is p o l i t i c a l

ideo logy aqu i r ed and t o what e x t e n t is t h i s i n f luenced by our p re sen t

e d u c a t i o n a l system. To propose t h a t p u b l i c educa t ion be a p o l i t i c a l is t o

s e r v e a p o l i t i c a l end. I n c r e a s i n g p o l i t i c a l i n t e r e s t i n educa t ion and t h e

i n t e rdependen t n a t u r e of t h e educa t iona l and p o l i t i c a l i n s t i t u t i o n s

r e q u i r e a new l e v e l of awareness f o r t h e p o l i t i c a l i m p l i c a t i o n s of t h e

e d u c a t i o n a l system.

The r e s u l t s a l s o l e a d t o q u e s t i o n s r ega rd ing t h e p o l i t i c a l ideo logy

141 and vo t ing behaviour of o t h e r i d e n t i f i a b l e groups i n ou r s o c i e t y . I n a n

e f f e c t i v e democracy r e p r e s e n t a t i o n i s c r u c i a l . With adequa t e i n fo rma t ion

i n t h i s a r e a improved r e p r e s e n t a t i o n may r e s u l t f o r both t h e p o l i t i c a l and

e d u c a t i o n a l systems.

IMPLICATIONS

The fundamental n a t u r e o f t h e q u e s t i o n s i n t h i s s t udy h a s

i m p l i c a t i o n s f o r i n d i v i d u a l s a t a l l l e v e l s o f p a r t i c i p a t i o n i n t h e

p o l i t i c a l and e d u c a t i o n a l systems.

For t h e s t u d e n t i t i s t h e e f f e c t of t h e l e a r n i n g environment which

may be c h a r a c t e r i s t i c of t h e p r e v a i l i n g e d u c a t i o n a l ideo logy . An

unders tanding of t h e environment and which methodologica l ly b e s t s u i t s an

i n d i v i d u a l s l e a r n i n g , may e n s u r e enhanced l e a r n i n g from a n e a r l y age. For

t h e t e a c h e r it a n awareness o f and r e s p o n s i b i l i t y f o r t h e p o l i t i c a l

i m p l i c a t i o n s of p h i l o s p h i c a l approach. P r o f e s s i o n s and bu reauc rac i e s are

i d e o l o g i e s i n t h e s ense t h a t t hey prov ide norms of behaviour which gu ide

t h e conduct of members. The r o l e of t h e educa to r i s one t h a t must be

t aken i n c o n t e x t w i th t h e needs of t h e community, c o l l e a g u e s , t h e

s t u d e n t s , t h e p o l i t i c a l environment and o n e s e l f . It i s c l e a r t h a t any

a c t i o n becomes a p o l i t i c a l p o s i t i o n . To s t r i v e toward p r o f e s s i o n a l

autonomy carries t h e r e s p o s i b i l i t y of l e a d e r s h i p which r e q u i r e s

fo r e though t and v i s i o n . To ma in t a in t h e s t a t u s quo c a r r i e s t h e

r e s p o n s i b i l i t y of conformity. I n e i t h e r c a s e , t h e t e a c h e r s have a

r e s p o n s i b i l i t y t o a r t i c u l a t e t h e i r p o s i t i o n c l e a r l y and s t r i v e t o o f f e r

s o l u t i o n s t o t h e i r unique p o s i t i o n i n s o c i e t y . The problems h e r e a r e n o t

e x c l u s i v e t o t h e s choo l system and a s communicators t e a c h e r s must

a r t i c u l a t e t h e i r conce rns beyond t h e c lassroom. C o n f l i c t i s t h e

e x p r e s s i o n of d i f f e r i n g op in ions which h a s t h e p o t e n t i a l of c o n s t r u c t i v e

o r d e s t r u c t i v e r e s u l t s . A more p o s i t i v e method of r e s o l u t i o n w i l l enhance

142 t h e c o n t r i b u t i o n of t h e e d u c a t i o n a l system t o t h e community.

For t h e s choo l a d m i n i s t r a t o r , t h e r e s p o n s i b i l i t y is n o t a new one.

A s t h e v i s i b l e primary i n t e r f a c e between t h e community, t h e e d u c a t o r s and

t h e p o l i t i c a l a d m i n i s t r a t i o n , t h e school a d m i n i s t r a t o r must d e a l d i r e c t l y

w i th t h e concerns expressed by a l l p a r t i e s and i n t e r p r e t them i n t o

p r a c t i c e .

For t h e u n i v e r s i t i e s , whose r e s p o n s i b i l i t y i s t h e r ec ru i tmen t and

t r a i n i n g of t e a c h e r s , a t t e n t i o n must be g iven t o t h e " s e l e c t i n g in" o r

11 s e l e c t i n g out" of t e a c h e r s on t h e b a s i s of ideo logy . A t t e n t i o n must a l s o

be given t o t h e p o l i t i c a l n a t u r e of e d u c a t i o n a l ideo logy .

For t h e educa t iona l and p o l i t i c a l systems t h e ques t i on remains, t o

what e x t e n t does p u b l i c educa t ion s e r v e t h e i n d i v i d u a l and t o what e x t e n t

does i t s e r v e s o c i e t y . T h i s q u e s t i o n , r e so lved by de te rmin ing t h e scope

and n a t u r e of educa t ion , becomes a p o l i t i c a l q u e s t i o n a s t o who s h a l l

dec ide and by what cri teria.

Educat ion i s a human endeavour which has e x i s t e d i n i t s p re sen t form

of p u b l i c i n s t i t u t i o n s f o r roughly a cen tu ry . The one c o n s t a n t i n t h a t

endeavour appea r s t o have been change. Technology and i t s impact on

employment p a t t e r n s and d i s t r i b u t i o n of r e s o u r c e s has focused a t t e n t i o n on

how educa t ion should respond t o a pos t i n d u s t r i a l e r a . Immigration

p a t t e r n s ove r t h e y e a r s have produced a number of e t h n i c o r i g i n s and

concommitantly t h e ques t i on of how p u b l i c educa t ion should respond t o a

mix of c u l t u r a l backgrounds and language. I n d u s t r i a l and economic growth,

a v a i l a b i l i t y of educa t ion , a h igh s t anda rd of l i v i n g , and r a p i d

communications have c o n t r i b u t e d t o h ighe r e x p e c t a t i o n s o f t h e educa t ion

system by i n d i v i d u a l s . U n t i l t h e e a r l y decades of t h i s cen tu ry school ing

was no t s e e n by s e n i o r government a s being impor tan t i n t h a t i ts impact on

economics was small. More r e c e n t l y , t h e economic impact of p u b l i c

143 e d u c a t i o n b o t h i n t e r m s of c o s t t o t a x p a y e r s and b e n e f i t t o s t u d e n t s i n

terms o f d e g r e e s g r a n t e d which promise v a r i o u s l e v e l s o f income h a s meant

government c o u l d n o t a f f o r d t o i g n o r e t h e s c o p e and n a t u r e o f e d u c a t i o n .

Because o f e d u c a t i o n s impac t on s o c i e t y , p o l i t i c a l p a r t i c i p a n t s a t a l l

l e v e l s need t o be i n v o l v e d be i t a c a b i n e t , M i n i s t r y o f E d u c a t i o n , s c h o o l

b o a r d s , t e a c h e r s , p a r e n t s , t a x p a y e r s o r employers .

For t h e p o l i t i c a l sys tem a v e h i c l e h a s y e t t o be d e v i s e d which is

r e s p o n s i v e t o t h e c o n c e r n s o f t h e c i t i z e n r y , y e t a b l e ' t o make in fo rmed

d e c i s i o n s on l o n g r a n g e p l a n n i n g n e c e s s a r y f o r e d u c a t i o n a l programs. It

i s c o n c e i v a b l e w i t h t h e p r e s e n t sys tem f o r t h e s c h o o l board t o change a

p o l i t i c a l m a j o r i t y e v e r y two y e a r s w h i l e t h e p r o v i n c i a l government c o u l d

change e v e r y f o u r y e a r s . The p r e s e n t s t r u c t u r e o f government o f f e r s few

inducements f o r a p a r t y t o a r t i c u l a t e programs beyond t h o s e o f p o l i t i c a l

n e c e s s i t y .

APPENDICES

APPENDIX A

THE FIRST FOLLOW UP LETTER

Neil Stuart Faculty of Education Building #1 Simon Fraser University BURNABY, B.C. V5A 1S6 June 29, 1981

Dear Colleague:

RE: "A Study of Teacher Voting Patterns"

Recently I mailed to you an envelope containing a questionnaire, two return envelopes and a card.

I have received a substantial number of returns but there are still more to come. Since all responses are anonymous, I have no idea who has responded or not responded. Therefore, I am sending a general letter to everyone on my survey list.

If you have returned your questionnaire - thank you: If you have not, I would be grateful if you would simply complete it and drop it off in the mail as soon as possible. If you have lost your questionnaire, please leave your name with Eileen Mallory at Simon Fraser University (291-4344) and I will see that you receive one.

The returns to date are very informative and I am sure the study is going to reveal some interesting findings about the voting behaviour of teachers.

Sincerely,

Neil Stuart

APPENDIX B

THE SECOND FOLLOW UP LETTER

N e i l S t u a r t Facu l ty of Education Bui ld ing #1 Simon F r a s e r Un ive r s i ty BURNABY, B.C. V5A 1S6

October 8 , 1981

Dear Colleague :

RE: "A Study of Teacher Voting P a t t e r n s "

L a s t June I mai led t o you an envelope con ta in ing a q u e s t i o n n a i r e , two r e t u r n envelopes and a ca rd .

I have r ece ived a s u b s t a n t i a l number of r e t u r n s b u t u n f o r t u n a t e l y a p o s t a l s t r i k e i n t e r r u p t e d m a i l s e r v i c e a t a c r i t i c a l p o i n t . Since a l l responses a r e anonymous, I have no i d e a who has responded o r n o t responded. Therefore , I am sending a g e n e r a l l e t t e r t o everyone on my survey l i s t .

I f you have r e t u r n e d your q u e s t i o n n a i r e - thank you! I f you have n o t , I would be very g r a t e f u l i f you would complete it and drop it o f f i n t h e ma i l a s soon a s p o s s i b l e .

The r e t u r n s t o d a t e a r e very in fo rma t ive and I am s u r e t h e s tudy i s going t o r e v e a l some i n t e r e s t i n g f i n d i n g s about t h e v o t i n g behaviour of t e a c h e r s .

S i n c e r e l y ,

N e i l S t u a r t

APPENDIX C

THE QUESTIONNAIRE

A Study Of TEACHER.

VOTING PATTE R NS

Dear Colleague 1 am asking a W e 0 6 y o u -time today i n &LUing oLLt .tkib

queb.tionnaitre. You have been mndomly selected 604 pahtioipation i n tkis awvey becaue 0 6 y o u a a k u % ~ as a Reacfing pto6e~.520nd, y o u Lev& 06 e d u c d o n and yowl p h c e 0 6 tu2dence.

The pwlpoae 0 6 thh queKfionnahe L s .to mmwle .the teeatiomhip fiat e U a 2 b-een poLLiXcaL attitudes and education& aLCLtudes .Ln .the teacCiCng ph06uaion&, and t o then examhe t o wria;t e x t e d teeationnkip -i6 maintained by .teachm i n theitr pemond voung behaviot. The quebfionnaitre corniha2 0 6 XWO mmwement a c d u , Fhed Keheingmla a d e 06 educatlon& m X i X ~ d u and Alan Kom6mg "a a c d e 0 6 pol.Cticd attitudes, and a a e t 0 6 qua&-ons demogfiaphic in natwre. A.U h ~ o m a t i o n divulged W be heed i n t h e a.~XC/teb.t 06 con6Zdence and a6 you cure not t e q d e d t o give qow name anongGty & amwed.

1 t -i6 expected t h a t t & ~ quuf ionnahe KLU t i dp t o mwm t h e e quufionb; (a1 LA t h e pacentage 0 5 t e a c h m wGio vote &.mgm oh amam than t ha t 0 6 f i e genehae electohate, 161 t h m e a tda&omkip b&ew t e a c h m educaR;ion& and p o U d attitudes and t h e way they vote, (cl

t h e way t e a c h m vote a- a t di66ment dh0m t h d 0 6 t h e genetrat electohate.

S U a&dieb .to one have been done on o t h m occupations and gtoups utitkin ~ o c i c t y U t o t h e 6es.t 0 6 my knowledge t k i b LA t h e 6 h ~ t a M y 0 6 &i~ W e on t e a c h m as a ghoup. Tkid altudy LA an attmp-t t o ~.iee tkis void. 7 5 you would l i k e a awmnmy 06 t h e t e s W 06 t k i b 4.tudy please 6i.U 2n ,the cahd end04ed and one WAX 6e a ent t o you.

A6 a Aeache~ 6wt.thehing my educa.tton at Simon Ftm m UnivmLtg , 1 utiee be using t k i b a&dy a6 p& 0 6 tfie tequrirremem2 hot t h e c o m p t ~ o n 0 6 a MasRem degtree. 16 you have any quentions abed $kin a b d y 7 can be teached a.t 734-7217. 1 c ~ n t y welcome any quebfiona t ha t you may have and am &ee t o d i 6 u a t h e altudy any evening a b t m 5:00 p.m. Aa f ime me onty a LbuXed numbm 0 6 que?s.tionnaihu 6eing disakL6u~ed and t h e ample a i z e -i6 t W v d y dm& y o u tenpame t o tki.2 awvey NLU be g t d y a p p t e a e d .

EDUCATION SCALE

G i v e n b e l o w a r e 30 s t a t e m e n t s o n e d u c a t i o n a l i d e a s a n d p r o b l e m s a b o u t w h i c h w e a l l h a v e b e l i e f s , o p i n i o n s a n d a t t i t u d e s . We a l l t h i n k d i f f e r e n t l y a b o u t s u c h m a t t e r s , a n d t h i s s c a l e i s a n a t t e m p t t o l e t you e x p r e s s y o u r b e l i e f s a n d o p i n i o n s . R e s p o n d t o e a c h o f t h e i t e m s a s f o l l o w s :

A g r e e v e r y s t r o n g l y A g r e e s t r o n g l y A g r e e

D i s a g r e e v e r y s t r o n g l y -3 D i s a g r e e s t r o n g l y - 2 D i s a g r e e - 1

F o r e x a m p l e , i f y o u a g r e e v e r y s t r o n g l y w i t h a s t a t e m e n t , y o u w o u l d c i r c l e +3 i n t h e s e q u e n c e o f d i g i t s f o l l o w i n g t h e s t a t e m e n t , b u t i f you h a p p e n t o d i s a g r e e w i t h i t , you w o u l d c i r c l e a -1 f o l l o w i n g t h e q u e s t i o n . R e s p o n d t o e a c h s t a t e m e n t a s b e s t y o u c a n . Go r a p i d l y b u t c a r e f u l l y . Do n o t s p e n d t o o much t ime o n a n y o n e s t a t e m e n t ; t r y t o r e s p o n d t h e n g o o n .

1 . L e a r n i n g i s e s s e n t i a l l y a p r o c e s s o f i n c r e a s i n g o n e ' s s t o r e o f i n f o r m a t i o n a b o u t t h e v a r i o u s f i e l d s o f k n o w l e d g e . -3 -2 -1 +1 + 2 +3

2 . T h e c u r r i c u l u m c o n s i s t s o f s u b j e c t m a t t e r t o b e l e a r n e d a n d s k i l l s t o b e a q u i r e d . - 3 - 2 -1 +1 + 2 +3

3 . T h e l e a r n i n g o f p r o p e r a t t i t u d e s i s o f t e n m o r e i m p o r t a n t t h a n t h e l e a r n i n g o f s u b j e c t m a t t e r . -3 -2 -1 +1 + 2 4-3

4 . I t i s m o r e i m p o r t a n t t h a t t h e c h i l d l e a r n how t o a p p r o a c h a n d s o l v e p r o b l e m s t h a n i t i s f o r h i m t o m a s t e r t h e s u b j e c t m a t t e r o f t h e c u r r i c u l u m . -3 - 2 -1 +1 + 2 +3

5 . T h e t r u e v i e w o f e d u c a t i o n i s a r r a n g i n g l e a r n i n g s o t h a t t h e c h i l d g r a d u a l l y b u i l d s u p a s t o r e h o u s e o f k n o w l e d g e t h a t h e c a n u s e i n t h e f u t u r e . -3 -2 -1 +1 + 2 +3

6 . What i s n e e d e d i n t h e m o d e r n c l a s s r o o m i s a r e v i v a l o f t h e a u t h o r i t y o f t h e t e a c h e r . - 3 -2 -1 +1 + 2 +3

7 . T e a c h e r s s h o u l d k e e p i n m i n d t h a t p u p i l s h a v e t o b e m a d e t o w o r k . -3 -2 -1 +1 + 2 +3

8. S c h o o l s t o d a y a r e n e g l e c t i n g t h e t h r e e R ' s . -3 -2 -1 +1 + 2 +3

9 . S t a n d a r d s o f w o r k s h o u l d n o t b e t h e same f o r a l l p u p i l s ; t h e y s h o u l d v a r y w i t h t h e p u p i l . -3 -2 -1 +1 + 2 +3

10 . T h e g o a l s o f e d u c a t i o n s h o u l d b e d i c t a t e d b y c h i l d r e n ' s i n t e r e s t a n d n e e d s , a s w e l l a s by t h e d e m a n d s o f s o c i e t y .

11. E a c h s u b j e c t a n d a c t i v i t y s h o u l d b e a i m e d a t d e v e l o p i n g a p a r t i c u l a r p a r t o f t h e c h i l d ' s m a k e u p ; p h y s i c a l , i n t e l l e c t u a l , s o c i a l , m o r a l , o r s p i r i t u a l .

12. R i g h t f r o m t h e v e r y f i r s t g r a d e , t e a c h e r s m u s t t e a c h t h e c h i l d a t h i s own l e v e l a n d n o t a t t h e l e v e l o f t h e g r a d e h e i s i n .

13. T e a c h e r s n e e d t o b e g u i d e d i n w h a t t h e y a r e t o t e a c h . No i n d i v i d u a l t e a c h e r c a n b e p e r m i t t e d t o d o a s h e w i s h e s , e s p e c i a l l y w h e n i t c o m e s t o t e a c h i n g c h i l d r e n .

14. L e a r n i n g e x p e r i e n c e s o r g a n i z e d a r o u n d l i f e e x p e r i e n c e s r a t h e r t h a n a r o u n d s u b j e c t s i s d e s i r a b l e i n o u r s c h o o l s .

15. We s h o u l d f i t t h e c u r r i c u l u m t o t h e c h i l d a n d n o t t h e c h i l d t o t h e c u r r i c u l u m .

1 6 . S u b j e c t s t h a t s h a r p e n t h e m i n d l i k e m a t h e m a t i c s a n d f o r e i g n l a n g u a g e s n e e d g r e a t e r e m p h a s i s i n t h e p u b l i c s c h o o l c u r r i c u l u m .

17 . S i n c e l i f e i s e s s e n t i a l l y a s t r u g g l e , e d u c a t i o n s . h o u l d e m p h a s i z e c o m p e t i t i o n a n d t h e f a i r c o m p e t i t i v e s p i r i t .

1 8 . T h e h e a l t h y i n t e r a c t i o n s o f p u p i l s , o n e w i t h a n o t h e r i s j u s t a s i m p o r t a n t i n s c h o o l a s t h e l e a r n i n g o f t h e s u b j e c t m a t t e r . -3 -2 -1 +1 +2 +3

19 . T h e o r g a n i z a t i o n o f i n s t r u c t i o n a n d l e a r n i n g m u s t b e c e n t r e d o n u n i v e r - s a l i d e a s a n d t r u t h s i f e d u c a t i o n i s t o b e m o r e t h a n p a s s i n g f a d s a n d f a n c i e s . -3 -2 -1 +1 +2 +3

20. T h e c u r r i c u l u m s h o u l d c o n t a i n a n o r d e r l y a r r a n g e m e n t o f s u b j e c t s t h a t r e p r e s e n t t h e b e s t o f o u r c u l t u r a l h e r i t a g e . -3 -2 -1 +1 +2 + 3

2 1 . T r u e d i s c i p l i n e s p r i n g s f r o m i n t e . r e s t , m o t i v a t i o n , a n d i n v o l v e m e n t i n l i v e p r o b l e m s . -3 -2 -1 +1 +2 +3

22 . E m o t i o n a l d e v e l o p m e n t a n d s o c i a l d e v e l o p m e n t a r e a s i m p o r t a n t i n t h e e v a l u a t i o n o f p u p i l p r o g r e s s a s a c a d e m i c a c h i e v e m e n t . -3 - 2 -1 +1 +2 +3

23 . E d u c a t i o n a n d e d u c a t i o n a l i n s t i - t u t i o n s m u s t b e s o u r e s o f new s o c i a l i d e a s . - 3 -2 -1 +1 +2 + 3

2 4 . C h i l d r e n s h o u l d b e t a u g h t t h a t a l l p r o b l e m s s h o u l d b e s u b j e c t t o c r i t i c a l a n d o b j e c t i v e s c r u t i n y , i n c l u d i n g r e l i g i o u s , m o r a l , e c o n o m i c , a n d s o c i a l p r o b l e m s . -3 -2 -1 +1 +2 +3

25 . O n e o f t h e b i g d i f f i c u l t i e s w i t h m o d e r n s c h o o l s i s t h a t d i s c i p l i n e i s o f t e n s a c r i f i c e d t o t h e i n t e r e s t s o f c h i l d r e n . - 3 -2 -1 +1 +2 +3

26 . T e a c h e r s s h o u l d e n c o u r a g e p u p i l s t o s t u d y a n d c r i t i c i z e o u r own a n d o t h e r e c o n o m i c s y s t e m s a n d p r a c t i c e s .

2 7 . C h i l d r e n n e e d a n d s h o u l d h a v e m o r e s u p e r v i s i o n a n d d i s c i p l i n e t h a n t h e y u s u a l l y g e t .

2 8 . S c h o o l s s h o u l d t e a c h c h i l d r e n d e p e n - d e n c e o n h i g h e r m o r a l v a l u e s .

29 . T h e p u b l i c s c h o o l s h o u l d t a k e a n a c t i v e p a r t i n s t i m u l a t i n g s o c i a l c h a n g e .

30. L e a r n i n g i s e x p e r i m e n t a l ; t h e c h i l d s h o u l d b e t a u g h t t o t e s t a l t e r n a t i v e s b e f o r e a c c e p t i n g a n y o f t h e m .

OPINION SCALE

C e r t a i n t h i n g s s e e m t o b e o n t h e m i n d s o f C a n a d i a n s t h e s e d a y s . I w o u l d l i k e y o u t o l o o k a t t h e s e s t a t e m e n t s o n e a t a t i m e . You w i l l n o t i c e t h a t e a c h d i a g r a m s t a t e s t w o o p p o s i n g v i e w s . P l e a s e l o o k a t e a c h d i a g r a m c l o s e l y . Now w h e r e o n e a c h d i a g r a m w o u l d y o u p l a c e y o u r s e l f o n e a c h o f t h e s e q u e s t i o n s . F o r e x a m p l e :

O i l c o m p a n y p r o f i t s a r e e x c e s s i v e .

O i l c o m p a n i e s r e q u i r e l a r g e p r o f i t s t o e n c o u r a g e e x p l o r a t i o n .

B y d r a w i n g a l i n e t h r o u g h t h e d i a g r a m c l o s e t o s t a t e m e n t ' 1 O i l c o m p a n i e s r e q u i r e l a r g e p r o f i t s t o e n c o u r a g e e x p l o r a t i o n " y o u h a v e e x p r e s s e d y o u r o p i n i o n . Now p l e a s e c o m p l e t e t h e f o l l o w i n g q u e s t i o n s ,

1. Q u e b e c s h o u l d b e t r e a t e d d i f f e r e n t l y f r o m o t h e r p r o v i n c e s .

2 . On t h e p r o v i s i o n o f s o c i a l s e r v i c e s t h e g o v e r n m e n t s h o u l d t a k e a b i g g e r p a r t .

3 . On t h e q u e s t i o n o f f e d e r a l i s m t h e F e d e r a l g o v e r n m e n t i s t o o p o w e r f u l .

4 . On t h e c h a r a c t e r o f C a n a d a ' s r e l a t i o n s w i t h C o m m u n i s t b l o c n a t i o n s , w e s h o u l d e x p a n d r e l a t - i o n s w i t h C o m m u n i s t b l o c c o u n t r i e s .

5. On t h e i s s u e o f U n i t e d S t a t e s i n v e s t m e n t we s h o u l d t a k e m a j o r s t e p s t o r e d u c e U n i t e d S t a t e s i n v e s t m e n t i n C a n a d a .

Q u e b e c s h o u l d b e t r e a t e d j u s t l i k e a l l t h e o t h e r p r o v i n c e s .

On t h e p r o v i s i o n o f s o c i a l s e r v i c e s t h e g o v e r n m e n t s h o u l d t a k e a l e s s e r p a r t .

On t h e q u e s t i o n o f f e d e r a l i s m t h e P r o v i n c i a l g o v e r n - a r e t o o p o w e r f u l .

On t h e c h a r a c t e r o f C a n a d a ' s r e l a t - i o n s w i t h C o m m u n i s t b l o c n a t i o n s we s h o u l d n o t e x p a n d r e l a t i o n s w i t h C o m m u n i s t b l o c c o u n t r i e s .

On t h e i s s u e o f U n i t e d S t a t e s i n v e s t m e n t w e s h o u l d t a k e n o m a j o r s t e p s t o r e d u c e U n i t e d S t a t e s i n v e s t m e n t i n C a n a d a .

ABOUT YOURSELF

1. A g e

3 . E d u c a t i o n

3 y e a r s u n i v e r s i t y - 4 y e a r s u n i v e r s i t y - 5 y e a r s u n i v e r s i t y - Masters d e g r e e - D o c t o r a l d e g r e e -

2 . G e n d e r

F e m a l e

Male

4 . C a r e e r P l a c e m e n t

E l e m e n t a S e c o n d a r E l e m e n t a S e c o n d a r E l e m . V i S e c . Vic

y T e a c h e r T e a c h e r

y P r i n c i p a P r i n c i p a l

e - P r i n c i p a - p r i n c i p a l

5 . R e l i g i o n

C a t h o l i c - P r o t e s t a n t - O t h e r

6 . Are y o u a c a r d h o l d i n g m e m b e r o f a P r o v i n c i a l P o l i t i c a l P a r t y ?

C o n L i b N.D s o c 0 t h Non

s e r v a t i v e e r a1 . P . i a l C r e d i t e r e

7 . W h i c h P r o v i n c i a l P a r t y d i d y o u v o t e f o r i n M a y , 1 9 7 9 ?

C o n s e r v a t i v e L i b e r a l - N.D.P. S o c i a l C r e d i t O t h e r -

N o t e l i g i b l e D i d n o t v o t e

8 . W h i c h P r o v i n c i a l P a r t y d i d y o u v o t e f o r i n D e c e m b e r , 1 9 7 5 ?

C o n s L i b e N . D . S o c i O t h e

e r v a t i v e r a l P . a 1 C r e d i t r

N o t e l i g i b l e - D i d n o t v o t e

158 9. Which Provincial Party did you vote for in August, 1972?

Conservative Not eligible - Liberal Did not vote N.D.P. Social Credit Other -

10. Did you vote in the Vancouver school board election of 1980?

Yes (If yes, please do question 11.) No -

11. For whom do you remember voting for in the Vancouver school board election of 1980? (Please check a maximum of 9.)

T. Alsbury (Independent) J. Arliuson (T.E.A.M.) J. Baker (N.P.A.) W. Brown (N.P.A.) U. Callegarini (T.E.A.M.) K. Campbell (N.P.A.) M. Chunn (C.O.P.E.) M. Chrunik (C.O.P.E.) K. Denike (N.P.A.) K. Erdman (N.P.A.) C. Fogal (C.O.P.E.) J. Gemmill (T.E.A.M.) B. Hannay (N.P.A.) P. Hebb (N.P.A.) C. Jung (T.E.A.M.) W. Knapp (C.O.P.E.) K. Livingstone (Independent) N. Martin (Independent) N. Nicolopoulos (C.O.P.E.) M. O'Neill (C.O.P.E.) G. Onstad (C.O.P.E.) P. Rankin (C.O.P.E.) N. Robinson (T.E.A.M.) S. Rogan (Independent) M. Seeling (N.P.A.) G. Simm (N.P.A.) A. Tapper (T.E.A.M.) P. Weinstein (C.O.P.E.)

THANK Y O U

Now t h a t y o u h a v e t a k e n t h e t i m e t o c o m p l e t e t h i s s u r v e y , I

w o u l d l i k e t o t h a n k y o u a g a i n f o r y o u r e f f o r t .

P l e a s e p l a c e t h e c o m p l e t e d q u e s t i o n n a i r e i n t h e r e t u r n m a i l

i n t h e p o s t a g e p a i d , l a r g e , s e l f a d d r e s s e d m a n i l a e n v e l o p e .

I f y o u w o u l d l i k e a s u m m a r y o f t h e r e s u l t s o f t h e s u r v e y

p l e a s e f i l l o u t y o u r n a m e a n d a d d r e s s o n t h e c a r d p r o v i d e d a n d

p l a c e i n t h e s m a l l , s e l f a d d r e s s e d e n v e l o p e a n d m a i l s e p a r a t e l y

f r o m t h e l a r g e m a n i l a e n v e l o p e . T h i s p r o c e d u r e w i l l e n s u r e t h a t

y o u r a n o n y m i t y i s p r e s e r v e d a n d w i l l s t i l l a l l o w y o u t o r e c e i v e

t h e s u m m a r y o f t h e s t u d y .

APPENDIX D

PLEASE CHECK AND RETURN CARD

PLEASE CHECK AND RETURN IN ENVELOPE PROVIDED

[7 1 Have Completed And Returned My Questionaire.

I Would Like A Copy Of The Results Of This Study.

NAME: -,---

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a thesis submitted in partial fulfillment...

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