Timothy J.L. Chandler
Timothy J.L. Chandler
Timothy J.L. Chandler and Alan D. Goldberg
The purpose of this study was to assess the perceived importance (salience) of the role-identity of scholar-athlete to high school students. A total of 1,255 students responded to a questionnaire entitled “A Survey of School Climates.” Males perceived obtaining high grades and achieving athletic success—the academic All-American—as most important, while females perceived getting high grades and being a member of the leading group as their most salient role-identities. The results of this study also suggest several potential sources for adolescent role conflict as well as a research methodology for examining the relationship between the adolescent value structure and indices of academic achievement, personal development, and psychological stress.
Bernard Oliver, Janice M. Bibik, Timothy J.L. Chandler and Stacey L. Lane
Recent efforts to expand the profession of teaching and to enhance the career paths of teachers have led to the development and implementation of various incentive systems. The question of rewards for teaching and teachers has prompted considerable debate and discussion on performance-based or “merit” pay. However, few of the incentive systems implemented have investigated the psychological underpinning of rewards and teachers’ career development. This paper discusses the psychological parameters of extrinsic and intrinsic rewards and the career development of teachers.
Timothy J.L. Chandler, Stacey L. Lane, Janice M. Bibik and Bernard Oliver
Recent concern over the quality of teachers staffing the nation’s schools has prompted widespread development of educational reform packages designed to improve the teaching profession. Stemming from this effort has been the notion that a teaching career must be structured as a career ladder, progressing from informal elementary instructional tasks to full-time responsibilities in the gymnasium. In this paper we discuss some of the assumptions underlying career ladders in order to highlight their strengths and, more particularly, their weaknesses. We suggest that career ladders address not the true needs of teachers but rather the evaluation needs of administrators. As such, career ladders are not a good means of promoting teacher development. We offer the notion of the career lattice as an alternative means of meeting the motivational needs of teachers.