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Professionals and Workplace Control: Organizational and Demographic Models of Teacher Militancy

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  • Samuel Bacharach
  • Peter Bamberger
  • Sharon Conley

Abstract

Using a sample of 524 elementary and 816 secondary school teachers, the authors evaluate the plausibility of seven alternative models of the determinants of teacher militancy concerning issues of workplace control. The findings suggest that the more plausible models are those that explain militancy as a function of (a) the extent of the teacher's integration into the organization and (b) the teacher's affective response to organizational conditions. For example, a strong inverse relationship was found within both groups of teachers between militancy and satisfaction with supervision. Demographic variables were found to have less impact on teacher militancy than the organizational-integrative variables.

Suggested Citation

  • Samuel Bacharach & Peter Bamberger & Sharon Conley, 1990. "Professionals and Workplace Control: Organizational and Demographic Models of Teacher Militancy," ILR Review, Cornell University, ILR School, vol. 43(5), pages 570-586, October.
    • Handle: RePEc:sae:ilrrev:v:43:y:1990:i:5:p:570-586
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    Cited by:

    1. Tom Redman & Ed Snape, 2014. "The antecedents of union commitment and participation: evaluating moderation effects across unions," Industrial Relations Journal, Wiley Blackwell, vol. 45(6), pages 486-506, November.
    2. Sarah Brown & John Sessions, 2000. "Employee militancy in Britain: 1985-1990," Applied Economics, Taylor & Francis Journals, vol. 32(13), pages 1767-1774.
    3. Tom Redman & Ed Snape, 2006. "Militancy and Moderation in Teacher's Unions: Is there a fit between Union image and member attitudes?," Working Papers 2006_01, Durham University Business School.

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