a thesis submitted in partial fulfillment...
TRANSCRIPT
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
....... Analysis of Subproblem 6
Findings ....................... ..................... Discussion
....... Analysis of Subproblem 7
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
One Way Analysis of Variance and Test of Significant
................... Difference of Means on KPIS by Age 5 8
One Way Analysis of Variance and Test of Significant
Difference of Means on Traditional ESVII Scores by
Religion ............................................. 5 9
One Way Analysis of Variance and Test of Significant
Difference of Means on Progressive ESVII Scores by
............................................. Religion 6 0
One Way Analysis of Variance and Test of Significant
.............. Difference of Means on KPIS by Religion 6 1
One Way Analysis of Variance and Test of Significant
Difference of Means on Traditional ESVII Scores by
..................................... Career Placement
One Way Analysis of Variance and Test of Significant
Difference of Means on Progressive ESVII Scores by
..................................... Career Placement
One Way Analysis of Variance and Test of Significant
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
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 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
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
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 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 1979
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 1972
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 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 1979
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 1972
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 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 1979
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 1972
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
One Way Analysis of Variance and Test of Significant
Difference of Means on COPE Voting Orientation by Age.
One Way Analysis of Variance and Test of Significant
Difference of Means on TEAM Voting Orientation by Age.
One Way Analysis of Variance and Test of Significant
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
..................................... Career Placement
One Way Analysis of Variance and Test of Significant
Difference of Means on TEAM Voting Orientation by
..................................... Career Placement
One Way Analysis of Variance and Test of Significant
Difference of Means on NPA Voting Orientation by
..................................... Career Placement
One Way Analysis of Variance and Test of Significant
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:
To what extent do the educational ideologies (traditionalism
/progressivism) of teachers relate to the political ideologies
(leftlright) of teachers?
To what extent do the educational and political ideologies of
teachers relate to teachers' personal characteristics?
ANALYSIS OF SUBPROBLEM 1
To what extent do the educational ideologies (traditionalism
/progressivism) of teachers relate to the political ideologies
(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?
ANALYSIS OF SUBPROBLEM 2
To what extent do the educational and political ideologies of
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
t TEST OF SIGNIFICANT DIFFERENCES
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
t TEST OF SIGNIFICANT DIFFERENCES
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
ONE WAY ANALYSIS OF VARIANCE
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
* Student-Neuman-Keuls-Procedure, alpha = .05
, TABLE 19
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
Elementary 1 4.93 V-Principal
Secondary 2 4.80- .09 V-Principal
NOTE
* Student-deuman-Keuls-Procedure, alpha = .05
TABLE 20
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
Elementary 1 4.60 V-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 ?
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 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 VOTED FOR BY THE SAMPLE OF VANCOUVER
TEACHERS IN THE 1975 PROVINCIAL ELECTION
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
GENERAL ELECTORATE'S VOTING ORIENTATION IN THE 1975 PROVINCIAL
ELECTION IN VANCOUVER'S ELECTORAL DISTRICTS.
PARTY VOTED PERCENTAGE OF PERCENTAGE OF
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:
VANCOUVER CENTRE, VANCOUVER EAST, VANCOUVER-LITTLE
MOUNTAIN, VANCOUVER-POINT GREY, AND VANCOUVER SOUTH.
TABLE 25
PROVINCIAL PARTY VOTED FOR BY THE SAMPLE OF VANCOUVER
TEACHERS IN THE 1979 PROVINCIAL ELECTION
TABLE 26
PERCENTAGE COMPARISON OF TEACHERS' VOTING ORIENTATION AND
GENERAL ELECTORATE'S VOTING ORIENTATION IN THE 1979 PROVINCIAL
ELECTION IN VANCOUVER'S ELECTORAL DISTRICTS.
PARTY VOTED PERCENTAGE OF PERCENTAGE OF
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:
VANCOUVER CENTRE, VANCOUVER EAST, VANCOUVER-LITTLE
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 .
ANALYSIS OF SUBPROBLEM 4
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 .
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
* Student-Neuman-Keuls-Procedure, alpha = .05
TABLE 28
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
MEANS ON PROGRESSIVE ESVII SCORES BY PARTY
VOTED FOR IN THE 1972 PROVINCIAL ELECTION
...............................................................
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
* Student-Neuman-Keuls-Procedure, alpha = .05
TABLE 29
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
* Student-Neuman-Keuls-Procedure, alpha = .05
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
MEANS ON TRADITIONAL ESVII SCORES BY PARTY
VOTED FOR IN THE 1975 PROVINCIAL ELECTION
TRADITIONAL ESVII SCORES PARTY SIGNIFICANT
- 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
* Student-Neuman-Keuls-Procedure, alpha = .05
TABLE 31
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
MEANS ON PROGRESSIVE ESVII SCORES BY PARTY
VOTED FOR IN THE 1975 PROVINCIAL ELECTION
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
* Student-Neuman-Keuls-Procedure, alpha = .05
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
MEANS ON KPIS BY PARTY VOTED FOR
IN THE 1975 PROVINCIAL ELECTION
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
* Student-Neuman-Keuls-Procedure, alpha = .05
TABLE 33
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
MEANS ON TRADITIONAL ESVII SCORES BY PARTY
VOTED FOR I N THE 1979 PROVINCIAL ELECTION
TRADITIONAL ESVII SCORES PARTY SIGNIFICANT
- 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
* Student-Neuman-Keuls-Procedure, alpha = .05
TABLE 34
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
MEANS ON PROGRESSIVE ESVII SCORES BY PARTY
VOTED FOR IN THE 1979 PROVINCIAL ELECTION
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
* Student-Neuman-Keuls-Procedure, alpha = .05
TABLE 35
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
MEANS ON KPIS BY PARTY VOTED FOR
IN THE 1979 PROVINCIAL ELECTION
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
* Student-Neuman-Keuls-Procedure, alpha = .05
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 .
ANALYSIS OF SUBPROBLEM 5
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 .
ANALYSIS OF SUBPROBLEM 7
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
CROSSTABULATION OF PROVINCIAL PARTY
VOTED FOR IN 1975 BY LEVEL OF EDUCATION
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
CROSSTABULATION OF PROVINCIAL PARTY
VOTED FOR IN 1979 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
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
CROSSTABULATION OF PROVINCIAL PARTY
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
CROSSTABULATION OF PROVINCIAL PARTY
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
CROSSTABULATION OF PROVINCIAL PARTY
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
CROSSTABULATION OF PROVINCIAL PARTY
VOTED FOR IN 1975 BY RELIGION
.................................................. 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
CROSSTABULATION OF PROVINCIAL PARTY
VOTED FOR IN 1979 BY RELIGION
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
t TEST OF SIGNIFICANT DIFFERENCES
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
* Student-Neuman-Keuls-Procedure, alpha = .05
TABLE 66
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
MEANS ON NPA VOTING ORIENTATION
B Y CAREER PLACEMENT
N P A VOTING ORIENTATION SIGNIFICANT
- DIFFERENCE n - x S.D. F P BETWEEN *
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
* Student-Neuman-Keuls-Procedure, alpha = .05
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
* Student-Neuman-Keuls-Procedure, alpha = .05
TABLE 68
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
MEANS ON TEAM VOTING ORIENTATION BY RELIGION
TEAM VOTING ORIENTATAION SIGNIFICANT
- DIFFERENCE n - x S.D. F P BETWEEN *
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
ONE WAY ANALYSIS OF VARIANCE
AND TEST OF SIGNIFICANT DIFFERENCE OF
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
* Student-Neuman-Keuls-Procedure, alpha = .05
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 .
Subproblem 4 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 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 .
Subproblem 6 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 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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