Problem

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Schoolteacher A Sociological Study By Dan
Lortie
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Problem

• Sociological patterns have not been studied in
  the occupation of teaching(1975).
• How do patterns of the teaching profession relate
  to resistance to change in the field of
  education?

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Variables

• Recruitment
• Stages of Socialization
• Distribution of Career Rewards
• Teacher Sentiments
• Self-Assessments
• Teacher Preferences with other adults

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The Design

• Five Towns Survey
• Dade County Survey
• Surveys conducted by the National Educational
  Association
• Data collection from other independent
  researchers

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Results
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Recruitment

• Recruitment resources consist of the properties
  which assist an occupation for competing for
  manpower and talent (26). In the case of
  becoming a teacher, operates without deliberate
  formulation or control and uses two types of
  resources attractors and facilitators.
• Attractors comparative benefits (5 themes)
  Interpersonal, Service, Continuation, Material,
  Time Compatibility

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Recruitment (cont)

• Facilitators the sociological factors that
  broaden the pool of candidates for the
  occupation highly accessible training,
  non-elitist admission, wide decision, subjective
  warrant, and other special facilitator.
• Attractors and Facilitators appear more potent
  for women

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Stages of Formal Socialization

• What do teachers say about their shaping as
  members of the occupation?
• The Stages of Socialization
• Formal Schooling, Mediated Entry
  (Apprenticeship), and Learning while doing
• General schooling (K-12) serves as
  apprenticeship, but restrictions are present-42
  of the Five Towns teachers compared their
  strategies to one of their former teachers
• Imagination, observation, and imitation

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Stages of Formal Socialization
The Stages of Socialization

• Student Teaching many teachers consider this
  brief experience more valuable than their formal
  schooling-it directs the aspiring toward his or
  her actual goal to teach
• Experience serves as the major means to learn
  how to teach
• Teachers are largely Self-Made and this
  creates many effects constrains the status of
  the occupation, subjective cost imposed on
  teachers, occupational conservatism

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Distribution of Career Rewards

• Teaching is essentially career-less
• Its an unstaged career with little possibility
  of moving up the ladder
• The only place to move up is to administration
  and then you are no longer a teacher.
• Developed system of remuneration in the
  beginning.
• Pay incentives and benefits to attract new
  teacher
• No rewards for teachers already teaching
• Pay increases to teachers comes from seniority
  and course-taking, not effort or talent in a
  classroom

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Distribution of Career Rewards (cont)

• Effects of being Career-less and Remuneration
• Men and women see the job differently
• Men view teaching as a stepping stone to
  administration or to another career
• Women view the job as a career until they get
  married or if already married until husband can
  fully support family.

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Distribution of Career Rewards (cont)

• Men, single women, and married women differed in
  job satisfaction and engagement (time investment)
• Single women spent most amount of time on the
  job, but were the least satisfied
• Men spent the second most amount of time on the
  job and were the second most satisfied
• Married women spent the least amount of time on
  the job, and were the most satisfied.

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Distribution of Career Rewards (cont)

• Men, single women, and married women differed
  when asked the question, Would they become
  teachers again?
• Men had the highest percentage that would not
  become a teacher again
• Single women had the next highest percentages
  that would not become a teacher again
• Married women had the least percentage that would
  not become teachers again

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Teacher Sentiments

• What teachers want to accomplished
• Teaching morals
• Instilling love of schools and subject
• Reaching all students

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Teacher Sentiments

• When asked about their good teachers
• Produced affection and respect from students
• Made students work hard
• Effective in winning student compliance and
  discipline

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Teacher Sentiments

• How teachers feel successful (Craft Pride)
• Reaching that one unreachable student
• Former student success in education or work
• Public events (plays, fairs, field trips, etc.)
• Class improvement (PE skills, initial reading)
• Student voluntary contribution
• Community recognition

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Teacher Sentiment

• Although most teachers goals were to reach the
  whole class they felt more pride when they
  reached that one special student, or when one
  student came back to thank them

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Self-Assessments

• Attainment of Instructional Goals v. Maintaining
  an Appropriate Relationship with Students
• Difficulty in Self-Assessment
• Unlike typical/tangible fields with concrete
  examples of success teachers may not see hard
  evidence of success for years
• How do we assess attributes such as
  responsibility and citizenship?
• Attaining goals is also difficult because the
  students are obligated to go to school / students
  are not volunteers

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Self Assessments (cont)

• Maintaining an Appropriate Relationship
• 3 Special Issues in Relational Aspects
• 1. Lack of Volunteerism
• 2. Incomplete Socialization
• 3. The Grouped Context within which
  Instruction Occurs
• 2 Kinds of Leadership (Bales 1956) / (Lortie p.
  152)
• Getting Tasks Accomplished by a Group
  v.
• Attending to Expressive Needs

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Self-Assesments (cont)Strategy Counts for Less
Than Chance when Mood is King (p. 174)

• Classroom Management
• Not really management because teachers are
  significantly disadvantaged compared to managers
  in other fields
• less resources and autonomy
• Good Days v. Bad Days (distraction is the enemy)
• Teachers want to establish a monopoly over their
  students attentionthey strive for a kind of
  privatization
• Teachers want to concentrate their efforts of the
  core aspects of teaching

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Self-Assesments (cont)Strategy Counts for Less
Than Chance when Mood is King (p. 174)

• Teachers claims to want greater autonomy and
  more control over their students, but rarely
  assert this by challenging the basic order
• - Lortie assumes this may be due to lack of
  confidence in producing results

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Teacher Preferences in Relationships with other
Adults

• Parent
• Differ in views about child and socialization
• Depend on for childs participation in school
• Majority interaction with problems
• Colleagues
• Sharing of ideas, joint teaching, comparisons
• Principal
• Mediator
• Invincible or Popular
• General supervision over school affairs

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Conclusions

• Through the sociological lens, the history of the
  occupation of teaching tilts toward continuity
  rather than discontinuity.
• Huge distinction between the sociological
  patterns between men and women.
• Teacher ethos

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Teacher Ethos

• Conservatism
• Teacher Preferences
• Tasks
• Values
• Individualism
• Uncertainty
• Autonomy
• Presentism
• Psychic Rewards
• Isolation

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Recommendations

• Greater adaptability
• Effective colleague relationships and
  responsibilities
• Sharing in issues of knowledge and expertise
• Increase technical expertise
• Professional values in occupation