NATIONAL EDUCATION ASSOCIATION RESEARCH BULLETIN GENERAL LIBRARY VOL. XVII - No. 5 NOVEMBER - 1939 The Teacher Looks at Teacher Load Published by the RESEARCH DIVISION of the NATIONAL EDUCATION ASSOCIATION of the UNITED STATES 1201 Sixteenth Street, N. W., Washington, D. C. RESEARCH BULLETIN o + NATIONAL EDUCATION ASSOCIATION Executive Secretary, WILLARD E. GIVEN Published five times each year in January, March, May, September, and November President, AMY H. HINRICHS Director of Research: William G. Carr; Associate Director: Frank \W. Hubbard Assistant Directors: Richard R. Foster, lvan A. Booker, Hazel Davis Research Assistants and Section Heads: Frances G. Bradley, Louise B. Sease, Helen H. Cox, Anna Haddow, Madaline K. Remmlein, Mildred Wharton, and Theo C. Hartman Executive and Editorial Offices 1201 Sixteenth Street, N. W., Washington, D. C Copyright, 1939, by the National Education Association of the United States Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized February 10, 1923. Subscriptions The payment of the $5 membership fee of the National Education Association entitles one to receive for one year the Research Bulletin, the Journal, the An- nual Volume of Addresses and Proceed- ings, and certain other publications of the Association. One dollar of each $5 mem- bership fee is for a year’s subscription to the Research Bulletin. The Research Bulletin may be received regularly thru a special subscription at $1 per year. Many of the early issues of the Research Bulletin are already out of print. The special subscription at $1 per year offers an opportunity to maintain a complete file of future Research Bulletins. 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In other cases appli- cation for the release of materials is re- quired. Address communications to the Research Division, National Education As- sociation, 1201 Sixteenth Street, N. W.., Washington, D. C. NTRODUCTION CONTENTS Purpose of the Present Study Questionnaire and Character of Repli Limitations of the Relation to Previou Organization of 7 I]. THe TEACHING SITUATI Classification of th The Teaching Exp Che Present Pupil Procedure es Received Study s Studies of Teaching Load h Ss Rey > r " Ter ryrr INS REPRESENTED IN THIS S1 e Cooperating Groups er1ence ot lea hers Who ( Load Reported General Estimate of Teaching Situation Ill. THE REASONABLENESS Of! Summary of Opinions as to the Wei TEACHING LOADS As RELATED TO \ rht ot Pre sé Use of Teachers’ Attitudes as a Basic Factor i Comparison of the Measurable Load of the R and The Personal Rela Satisfaction with P Enjoyment Derived tionships otf l¢ ichers nt Load n Late resent Teaching Assignments from ‘Teaching Health Status of Teachers in the R and H Groups Judgments as to the IV. EVALUATION OF SPECIFK The General Patte Major Pressure Ar Variations with Re Groups Differences in Load Differences in Load V. THE CONSEQUENCES OF [ Experience with La Difficulties Experie: > Comparative Demands of FACTORS IN PRESENT TEACH rn of Teaching Load Pressu eas in Present leaching Lo spect to the Sources of Load Pressure for Teachers at V: Pressure Reported by Teac Teaching NG LOAt res j ads Pre ers NDULY HEAvy TEACHING LOADs Grade m Various Departments rge Classes by the Teachers of This iced with Large Classes Limitations of Class Size ind Other Study Vor itions Levels Effect of Teaching Loads upon Personal and Professional Development VI. TEACHERS’ SUGGESTIONS ING LoAD VII. SuMMARY AND CONCLUS!I \PPENDIX Table A.—Percent Reasonal Copy of Questionna INDEX TO VoLUME XVII AND RECOMMENDATIONS WITH ONS of Teachers Who Rated E: le, Unduly Heavy, and Ext ire Sent to Teachers [ 223 ] REsPEt i¢ h f ictor reme¢ oO \ ARIOUS of Teach ASPECTS O} ing Load FOREWORD N RECENT YEARS the problem of teacher load has assumed new significance During the depression teachers have been called upon to assume, not only larger classes, but many emergency welfare responsibilities. At the same time, new emphases in the curriculum have required more attention to the individual pupil and greater teacher participation in community affairs. Step by step the burdens upon classroom teachers have become heavier. During the same period the total demand upon school systems, as represented by the number of pupils enrolled, has shown a decline. In older communities and metropolitan areas particularly there has been a decrease in school enrol ments. If present population trends continue, school systems will no longe: be faced with their nearly century-old problem of keeping pace with enrolments It should be apparent that these two major trends offer an exceptional op portunity to improve the quality of education. We should seek to put into actual practice what we have preached for years with regard to individual in struction. Instructional materials should be improved. Special teachers can be assigned to many areas of curriculum enrichment, to the nursery schools, and to adult education. Thruout the entire system the pupil-teacher ratio can be lowered to relieve the regular teachers of the excessive responsibilities which have brought many of them to the verge of physical breakdown. Because of the foregoing facts the present RESEARCH BULLETIN is partic ularly timely. The time is here for a thoro review of the teacher-load problem. Heretofore this problem has been handled almost exclusively by administrative action. Considerable emphasis rightly has been placed on pupil-teacher ratios. Responsibilities have been expressed in so-called “objective” terms and manipu lated in various formulas. These technics and procedures are still useful, but they are not enough. Too frequently we have ignored what teachers conside: to be the other critical points in teacher load. We have inadvertently failed to call upon the ingenuity of teachers in solving the difficulties facing both classroom teachers and administrators. In the present study teachers say that pupil-teacher ratios do not fully indi cate the complexities and burdens of teacher load. Enrolments are and will continue to be a major factor, but the problem is infinitely more complex. Con- sideration must be given to extracurriculum activities, class interruptions, in- creasing range of pupil characteristics, no-failure programs, and numerous other specific factors. Particular attention must be given to cumulative effects of the policies of a school system. While this bulletin focuses attention primarily upon teacher opinion, we cannot overlook the situation facing administrators. They are confronted on the one hand with the demand of the public for efficiency and economy and on the other with the expectation of the teaching personnel that they will have adequate salaries, tenure, and other satisfactory working conditions. To rec- oncile these contending pressures satisfactorily will require that members of the profession actually use the democratic principles so frequently mentioned in current discussions. Wiiarp E, Givens, Executive Secretary National Education Association I. th and ! t pupil te icher relationships ire a lity of teaching servic and diligence largel 1 by tl u conditions which help to govern teach her only by the competence ] rs themselves but also very ts am le ht of teaching assignmen id. This being true, tea loads and rious factors contributing to them are of immediate and vital concern both dministrators and supervisors, who are re ible for the economical and efficient opera of schools, and to teachers, whose primary nterest lies in the wholesome growth and elopment of pupils. Newer concepts of the nature and purpose of the educational process further emphasize the pivotal role of the teacher and imply many new responsibilities and obligations in the teacher’s task. For example. each expansion ot educational objectives—to include such addi- tional responsibilities as the maintenance of community contacts and the integration of school experience with the social life that sur rounds it—represents more things to be done for the same pupils, requires greater sensitivity ind alertness from the teacher, and has all the effects of multiplying the number of pupils. Likewise, the growing importance accorded in recent educational thought to the role of the teacher as guide and interpreter of the educa tional experiences of pupils and a correspond emphasis upon the quality of pupil-teacher In” relationships as a critical factor in personality development are directing increased attention to teaching loads and to the conditions under which teaching is carried on. The desire for scientific evidence on which to base administrative decisions with respect to teaching loads has led to considerable research in this area by students of school management. For the most part, however, such studies have provided scant opportunity for teacher parti cipation in evaluating teaching loads and in determining the effects of unreasonable teach- ing tion. Yet teachers, direct assignments upon the outcomes of instruc by the very nature of thei1 classroom are and daily peculiarly well situated to judge the difficulty experiences, Particularly helpful were the lists of teaching activitic monwealth Teacher-Training Study. Chicago: University of Cl Elementary-School Teacher tivities. Los Angeles: Los Ang tion, Department of Elementary School Principals. Projects in 27. 388 p Introduction of tl ( lut ( ettect of he teachit Loads ¢ | ment and o ow teacl fT I the more ise of tl present ¢ ( demox hool adminis O extension ot [ t and proced phase of ti chool progran Op] t< the ex] oT. te iche opini ; teacher pa pation in the plannis mulation of the assignment policie largely aftect their activities an eft would seem now to be especially Sl | timely. Purpose of the Present Study In recognition of the toregoing tact ind in response to numerous requests both fre dividuals and from teachers organizat the present study was undertaken. It is « ntially a survey oft teacher opinion, an app | ot present teaching conditions as seen class room teachers themselves. ‘Th: ud pre sents a cooperative enterprise, shared the Dis ision ot the NX itional ed icatior } and ISS affiliated local tear he oO! Researc h Assoc latior raniz ition The most important aim of the to direct attention to those aspect or | t teaching situations which, in the jud f classroom teachers, are inimical to t est professional service, their pupil nd them selves. In this evaluation of teachi ls, toc every ettort is made to take into account what ever important new responsibilities are inher in recent educational trends. Questionnaire and Procedure A com rehensive, job analy sis type of que tionnaire was used in this study, in order that as many aspects of teaching load practicable might be considered and appraised those re porting. In compiling the blank in preliminary form, extensive use was made of available lists of teaching activities ' and of recent literature on teaching loads. The preliminary questionnaire was then sub mitted to an advisory group of 100 carefully 1s reported in: Charters, W. W., and Waples, D The Com go Press, 1 666 p. 1 Bennett, G. Vert 1 Hull, Osma eles City Teachers Club, 1931. 99 p. {| Nat : A Supervision. S Yearbook. Washing D, ¢ ) t selected teachers, administrators, and univer- sity professors and was revised on the basis of suggestions thus obtained. The questionnaire in final form (which is reproduced in the Ap- pendix, p. 265) provided for approximately 100 responses by each teacher. It was organ- ized, as follows, in six major sections, repre- senting desired areas of emphasis in reporting: I. General Information II. General Estimate of Present Teaching Load III. Evaluation of Specific Factors of Teaching Load IV. Load Pressures Due to Class Size V. Effect of Present Load upon Professional Service VI. Suggestions and Recommendations. The study was launched by inviting a num- ber of local teachers associations “to share in a cooperative study of teaching load conditions as seen by teachers themselves.”” One hundred and eighty-eight organizations, representing some 50,000 members, responded favorably to this invitation and submitted the names of lo- cal chairmen who would be responsible for the enlistment of such teacher participation as might be required. Ten thousand of the ques- tionnaire forms described above, together with letters of instruction, were mailed to these chairmen on a proportional membership basis. All questionnaires were distributed to teachers by the local chairmen under instructions which emphasized the importance of representative sampling. Replies were anonymous, in order to provide for frankness and freedom of ex- pression, and were returnable by teachers di- rectly to the Research Division in self-ad- dressed envelopes supplied. Character of Replies Received Replies from some 4000 teachers were re- turned, 3707 of which were received in time for inclusion in the detailed tabulations. The returns represent forty states and were well distributed according to community size, school size, grade level, and subject fields, with no undue weighting by any specific classification. Reliability of the sampling is indicated by the fact that teachers’ opinions, with respect to weight of present loads, differed less than 0.2 percent when ratings on this question from the first 2500 replies received were compared with those from the later tabulation of 3707 replies. Similarly, there was no_ noticeable change in general pattern of opinion spect to other items when reports f1 first group were compared with those f total group. Unusual interest in the study is indi the fact that 40 percent of the questi: were returned, without any efforts at up, as compared with a 25 percent retu: mally expected from widely distribut quiries of this type. The willingness which participating teachers carried out task is evidenced further by the fact t! the average, approximately three-fourt the 100 items were filled in on each qu naire, in spite of the fact that teachers instructed to leave blank any item that d apply to their own present load situat The sincerity of purpose, the fair-minded: and constructive attitude of those who took part in this project are apparent from numerous and carefully considered comments and suggestions. Limitations of the Study In common with all summaries of opi: the validity of this study depends upon quality and accuracy of the individual ju ments on which it is based. From the sta point of scientific accuracy in the measurem: of quantity or degree, such studies always | something to be desired. In the absence of « jective measures, however, and when used p: marily in the identification of significant iten a survey of opinion is often a most helpful device. A second limitation which should be kept 1: mind in connection with this study is the { that teachers vary greatly in their capacity f and willingness to perform, the work to whi they are assigned. Hence, the same identica! tasks may be judged as “reasonable” by o1 teacher and as “wholly unreasonable” by other. In this study it has not been possible 1 rule out, or establish controls over, such dit ferences in teachers’ opinions and judgments as were caused by individual differences capacity and enthusiasm for work. The teach ers’ judgments have been accepted for what ever they are worth, on the assumption that the group contained no disproportionate nun ber of teachers whose capacities and interests were either significantly higher or significant! lower than the typical or average teacher. [ 226 ] tea cell gen sch of t it d be poo ligh pai + Relation to Previous Studies of Teaching Load nerous studies of teaching load have on in recent years, particularly sti rmine prevailing practice in class elop objective measures of teac hing load, . suggest suitable load norms. ‘The earlier estigations were concerned primarily with : ] iestions of pupil teacher ratio, class size, nun More recent nes have attempted to develop improved m« 4 of periods, length of day, etc. s of teaching load, which would take into ynsideration factors such as subject-difficulty, umber of different preparations, extracurri dupli ate reac h ilum and activities, number of lasses. The Douglass formula for oad is probably the best known of these de It was used recently as one measure of teacher load in the 200 high schools included in the Cooperative Study of Secondary School Standards. Ing ices.” representative Conclusions as to the effects of class size on have been presented by [Irwin ® in of raphs, and articles appearing between 1900 ind 1932; by Barbour of 50 experiments; and by Pertsch pupil achievement his review 205 books, mono in his survey in an analysis of 92 class-size investigations. ‘These summaries rela of investigations agree that there is little tionship between class size and pupil achieve ment as represented by test results. More re cently, in an article on the measurement of teacher load, as carried out in 200 high schools Secondary School on by the Cooperative Study Standards, Eells pointed out: that the degree of relationship between teacher load, however measured, and general ex- cellence of a school is not so great as that between general excellence and many other measures of the school. While this does not prove that working load of the teachers has no effect on the school’s program, it does suggest that good educational programs may be carried out despite heavy teacher loads and that poor programs may be carried out despite relatively light teacher loads * Douglass, Harl R. Organization nd Adm ? , 3 Irwin, Manley E Educators Have Not S ( Cla * Barbour, Richmond. ‘“‘Class Size Literature H j Pertsch, C. Frederick. Research a the Proble 1 Oy the Experimental Study of Education, 1937. p ® Eells, Kenneth W Measuring Teacher Load Vation ( 1 these ha r I vy some sis for urgit en . nN cl i means To ( ter ¢ school ex ¢ The eat 1 { teachers itors nd pi blic now eve ( fused to act pt th final « VW ch infe neces ft! i collect \ pronounced belief cont eXIst that | r classes are harmful to ti est interests of ipil person ility deve lopn ent, that measu have been applied only to a few of the desi educational outcome that the ettec oT large classes and he i\ teacl loads inevitably exerts an unfavorable influence upon some of the most valuable, if products of chool endeavor. Other significant findings in earlier studi which have some bearing on the present one ure | ome areas teaching loads have been incre recent vears: and (2) w tions in <¢ size and teaching loads are found both ( ditterent school systel and among the schools and departments of the same system. The unique contribution of the | is in its an is oT the teacher’ pe t , not only with regard to cla re a of pupils but also on the nun othe phases of the school program which ( the teacl total load of professic Organization of This Report Late ections of this bulletin will d | turn, with the teaching situat sented in this study, (2) the reasona ( teachin: is related to various teach situations, 3) an evaluation of s| f t tors in present teaching load, (4) tl quences of unduly heavy teaching | teachers ugvestions and recomn with respect to various aspects of teacl and (6) summary and conclusiot Sy , } G ind ¢ Size Pu 7 her 11 la i l l Cla k N ) N S.J | "07 hotel II. The Teaching Situations Represented in This Study Before any summary is made of teachers’ opinions with respect to their present teaching loads, it seems desirable to describe in some de- tail the teaching conditions to which these teachers are accustomed. What types of teach- ing situation are represented in the reports ob- tained in this study? Do the judgments on teacher load to be presented later come from a group of experienced teachers or inexpe- rienced teachers? —To how many pupils daily is instruction given by this group of teachers? How many periods do they teach? What out- of-class duties and responsibilities are assigned to them? Information on these and related questions is given in this part of the bulletin, as a back- ground for the teachers’ opinions reviewed in later sections. Classification of the Cooperating Groups The various grade levels and departments are represented by the teachers of this study in the numbers and proportions shown in Table 1. Slightly more than half the replies were from secondary teachers, and a little less than half from elementary teachers. Within these general areas the largest single group of replies came from senior high-school teachers. The proportion of secondary teachers—includ- ing those at both the junior and senior high- school level—representing each subjectmatter field of interest, is shown also in columns 4, 5, and 6 of Table 1. The number and percent of replies coming from communities of various sizes and from teachers working in schools of vari are shown in Tables 2 and 3. It wil TABLE 2.—NUMBER AND PER« OF REPLIES RECEIVED Froy COMMUNITIES OF VARIOUS Sizxs Replies re Size of community Number I 1 2 Over 100.000 : , ee 30,000 to 100,000 1,111 10,000 to 30,000 796 2,500 to 10,000 : 440 Less than 2,500 ; 154 Miscellaneous sal 76 We Eno ics 35 . 3,707 parent from these tables that a majority replies came from city school systems and { teachers working in rather large scl Slightly more than 60 percent of the re; were from cities above 30,000 in popu! More than half the elementary teachers replied were working in schools with than 300 pupils enrolled; and over 80 per of the secondary teachers in schools havin; rolments in excess of 500. The Teaching Experience of Teachers Who Cooperated Lack of opportunity to adjust to the requ ments of a new teaching position, or limited amount of total experience may be import factors in teaching load. Consequently, analys TABLE 1—NUMBER AND PERCENT OF TEACHERS WORKING AT VARIOUS GRADE LEVELS AND IN VARIOUS HIGH-SCHOOL DEPARTMENTS Number Percent Number Percent of Grade level of of High-school department of high-school teachers group teachers group 1 2 3 | 4 5 6 Primary grades....... ‘ ated - 697 18.8 English........ recipe 438 21.3 Intermediate grades. 952 25.7 Social studies... . 340 16.5 Junior high school. . 837 22.6 Foreign language. 142 6.9 Senior high school. 1,221 32.9 Mathematics. ... 284 13.8 RE atess xs 219 10.¢ Commercial arts. . 192 9.3 Home economics 86 4.2 Technical arts. . ‘ 106 5 Fine arts..... 109 5.3 Physical education. . 76 3.7 Unclassified....... 66 3 Total. ‘ ‘ hbaee del 3,707 100.0 ee 2,058 100 . ( [ 228 ] Irie 2,04 1,5 1,01 500 Bel Mis 40 NT OM le in this study of the possible effect of loads being carried by those particij experience on the reports of the dif- the present st idy. lable + show the numbet roups considered ; also, its possible eTt- and percent | elen entary teac hers with classes the reports for the group as a whole. of various sizes and the number and percent neral, the teachers participating in the of teachers in secondary and departmentalized ire a mature and adjusted group so tar schools whose classes involve daily contacts hing experience is concerned. Approxi with various numbers of high-school | rely two-thirds of them reported five years’ The median size for elementary classes w erience or more in their present school; 35.1 pupils. Approximately three-fourths of seven eighths of them, five years or more the elementary teachers were tea hing classes i § total teaching experience. No important dif- of 30 pupils or more; half of them, classs ference was apparent with respect to average larger than 35; a fourth of them, classes of length of teaching experience or proportion 40 or more. of inexperienced teachers among the several The median number of pupils taught daily croups of teachers whose reports were classi- by the secondary teachers who cooperated was fied for later analysis. 158.7. Only a fifth of the secondary teachers reported having fewer than 125 pupils daily The Present Pupil Load Reported Nearly a third were meeting 175 pupils or more each day; and 17.2 percent, 200 pupils Employing one of the most widely used and _ or more. most tangible measures of teaching load, a first A second tangible measure of L, step can be taken in appraising the teaching which can be used at the high-school level and TABLE 3.—NUMBER AND PERCENT OF TEACHERS WHO WERE WORKING IN SCHOOLS OF VARIOUS SIZES Secondary teachers Elementary teachers Replies received Replies received Size of school Size of school Number Percent Number Percent I 2 3 4 ¢ 2,000 294 14.3 900 109 1,500—2,000 305 14.8 500—900 371 1,000-1,500. 499 24.3 300—500 452 i 500-1,000 573 27.8 100-300 335 0.5 Below 500 205 10.0 Below 100 S< 3.4 Miscellaneous 182 8.8 Miscellaneou 323 l Total ' 2,058 100.0 Total 1.649 100.0 TABLE 4.—CLASS SIZE, AND DAILY PUPIL CONTACTS, REPORTED BY THE TEACHERS WHO COOPERATED IN THIS STUDY Eiementary teachers Secondary teachers Replies received Replies received Size of class Total number of pupils taught daily Number Percent Numbe Percent 1 2 3 4 ¢ 50+ 45 p. 250 or 45-49 8? . 9 225-249 5 40-44 248 1 2 200-224 139 35-39 351 24.4 75-199 166 14 30-34 326 2.7 150-174 519 5-29 ‘ 29 15.9 125-149 4 25 158 11.0 125 391 Total 1,439 100.0 Total 1. 842 r Median number of pupils 35.1 M 15 for teachers working in departmentalized for both elementary and secondary tea io schools, is the number of actual teaching periods keeping records, making reports, and per week. The load being carried by the other clerical work such as scoring secondary teachers of this study, when de- grading papers. The average time scribed in terms of periods per week, is indi- such duties was 4+.9 hours per week cated in Table 5. The median load was 30.8 an hour per school day) for element periods per week, or slightly more than 6 ers and 5.4 hours per week for hig periods per day. Approximately one teacher in teachers. Extracurriculum assignment seven reported 35 periods or more per week, tary work with pupil-interest groups, ; or an average of 7 per day. Only one teacher views with pupils ranked next in in fourteen was fortunate enough to have fewer tar as average time requirement Is c than 25 periods per week. The numbers in columns 3 and 5 1 che test aTy , rh ts ind ord once ot 6 are of interest, not only as related sug ore TABLE 5.—NUMBER OF TEACHING medians given but also because they PERIODS PER WEEK REPORTED if not too accurately—the relative n BY 1986 TEACHERS For example, 813 of the 1221 Regiies received Number of periods per week a - - um teachers who engage in each type of acti element teachers, and 1357 of the 1992 secondary t I Number Percent ers, reported giving a certain amount of 1 2 3 to “extracurriculum activities” as com Maite a ~987..~=Ss« 44.5. ~S With 509 elementary and 797 secondary t = a cteeees 9 Py ers who indicated some definite amount of + é. ° 42 30... e eg 99 7Tr Fewer than 25 144 7.2 required for “pupil-interest groups.” This « Total —— sattean not mean, of course, that each out-of-clas i tivity was being carried on only by the te Median.... ..30.8 periods per week " ; to it. A number of teachers probably A third rather objective measure of teaching of this question blank, not because t load is the amount of time required for activi- giving no time to certain activities, ties which, altho referred to as “out-of-class” cause they were unable to estimate h ers Who reported the amount of time the; left hey a) t we but Ou ”) activities, are none the less part of the teacher’s time is usually required. Hence, the numbe responsibility. Table 6 indicates the range in columns 3 and 5 are but suggestive of ¢! and distribution of time for such activities as relative frequency with which teachers eng reported in this investigation. in these various out-of-class activities. The out-of-class activity which, on the aver- A final indication of teaching load wh age, Was more time-consuming than any other was obtained in the present study was the tot TABLE 6.—NUMBER OF HOURS PER WEEK DEVOTED TO OUT-OF-CLASS ACTIVITIES RELATED TO THE TEACHER’S WORK caeaeeninty teachers Secondary teachers hate Median num- Number Median num- Number Type of activity ber of hours’ of cases ber of hours of cases per week on which per week on which devoted to medians devoted to medians each activity are based each activity are based 1 2 3 4 5 Extracurric eaten activities 2.9 813 3.1 1,35 Voluntary service to pupi!l-interest ‘groups. ¥ 2.5 509 2.6 79 Administrative, supervisory, and departmental meetings 1.7 1,156 S., 1,39 Committee service........... Sad : 1.7 621 ®. 758 Record-keeping, reports, etc. ........... 4.9 1,210 5.4 1,772 Conferences with parents, home calls, etc 7 942 ..F 61 Interviews with pupils. . 2.3 855 2.6 1,409 Miscellaneous assignments other than those listed above 2.8 268 3.1 425 Total number of teachers in the group......... ; + Seeeeee aks 1,221 1,99 [ 230 ] of time per week which teachers ordi- stances more than 20 hours per w give to all out-of-class activities of the median 1 r of hours per week i scussed above. Table 7 shows the nun S¢ hool teacl was 10 .. or sl ohtly | percent ot teachers who devote varvit o 2 hou per day lhe median for ts of time to such duties, in some it teachers w 11 hours, « hours pel d TABLE 7—NUMBER OF HOURS RE- QUIRED, DURING A TYPICAL WEEK, General Estimate of Teaching Situation FOR ALL TYPES OF OUT-OF-CLASS ACTIVITIES When the facts summarized LDOVe ( viewed in the light of generally known fact Secondary Elementary ibout tear his g assignments In city Ss Number , : : . tems, there is little reason to infer that this of hours Number Sercent Number erceus per week of cases of cases group Is ¢ thet particularly favored or esp l 2 3 4 5 cially unfortunate with respect to present | Tk ] teaching burdens. The average class size r 0-1 31 1.6 28 1.9 139 7.3 149 10.3 ported here is approximately the sam h 1—5 240 2.5 209 14.4 | - = ] , . : 252 13.1 34 16.1 been reported 1n other recent summari he 8-9 255 13.3 192 13.3 number of periods taught per week and the 10-11 254 13.2 20 15 ‘ 12-13 213 11.1 114 9 amount of time required for out-of-class duti 14-15 170 8.9 98 suggest no unusual situation. Because of thi 6-17 120 6.3 61 1 , ; 18-19 72 3.8 55 3.8 fact, the opinions and judgment ot these 7 8.9 ) 6 1 v 171 . i teachers with respect to their present teachin; Total 1,917 100.0 1,449 100.0 assignments merit the greater attentior sinc Median 10.3 01 they are re porting on conditions and tuat that are reasonably typi il. 1 For example, see: National Education Association, Department of Sup ndet 1 Rese D 39 Cities 30,000 to 100,000 in Population and 8 Citi under 3 , r , Educational Resea ¢ ( No. 7, 1936. Washington, D. C.: the Association, 1936. 68 ECREASING NUMBERS OF CHILDREN to be educated should be used as an opportunity to enrich and improve the educational progran Every effort should be made to bring into the schools those children who now growing up without adequate schooling. The schools should play a cru part in developing a universal civic intelligence required to meet the problen of an industrial democracy. The education of teachers and the administration of teacher personne should be planned and carried out in the light of current population trends In the regular elementary and secondary schools, decreasing numbers of chil dren may make it possible to bring about desirable reductions in size of classe and perhaps to lift the level of teacher preparation, selection, and compensatior Extension of school services in such relatively new fields as vocational, adul and special education will call for a larger personnel in these fields.—‘‘Popula tion Trends and Their Educational Implications,” Research Bulletin, Jai ary 1938. III. The Reasonableness of Teaching Loads as Related to Varioys Teaching Situations Since the attitude of teachers toward their teaching loads exerts an important influence on both their morale and efficiency, analysis of the teachers’ judgments with respect to the reason- ableness of present teaching assignments was a basic consideration in this study. What do teachers think of their present loads? Is there a definitely prevailing opinion that loads are either reasonable or unreasonable? Do some groups of teachers evaluate their duties quite differently from other groups? What relation- ships are apparent between the teachers’ judg- ments as to the reasonableness of their assign- ments and other known facts about the teach- ing situations which were involved? Data on questions such as these are presented in the paragraphs which follow. The questionnaire asked teachers to rate their present teaching load by checking it as “light,” “reasonable,” “heavy,” or “extreme,” in accordance with the following instructions: By teaching load are meant all the various types of classroom, extra-classroom, and community re- sponsibilities or activities which have been assigned or which you feel are definitely expected as a part of your responsibilities. Evaluation of the various factors of teaching should represent your own per- sonal experience or opinion regarding load pres- sures and conditions, and should be based upon the average rather than upon any temporary peak load you may be carrying. Summary of Opinions as to the Weight of Present Loads The number of teachers at each grade level who rated their present teaching loads in each of the four suggested categories is shown in Table 8. Included also are the percents, show- ing what proportion of the teachers rat present loads either as “light or reason opposed to “heavy or extreme.” Co! merits special attention, showing that half of the high-school teachers, and al percent of the elementary teachers, rated present loads as heavy or extreme. The replies to this question were an too, according to size of school from whic! were submitted; but the percents, ger speaking, were strikingly similar for sch: all sizes. Among elementary teachers th¢ est percent who rated their teaching lo heavy or extreme was identified with s having fewer than 100 pupils enrolled. A: junior high-school teachers, the highest pe: came from schools having 500-999 pupils. | senior high-school teachers the highest was from schools having 1500-1999 Because of the slight differences involved, ever, no consistent or clearly defined relat ship could be observed between size of and percent of teachers who considered present teaching loads as heavy or extrem: On the contrary, there were some striking differences in percent of teache: porting unreasonable teaching loads at various grade levels and in the various subjectmatt fields. Table 9 brings out these differe: At the elementary-school level, the per indicating heavy or extreme teaching ranged from 31.7 percent for teachers in Grad IV up to 59.2 percent for teachers of Gra VII and VIII. Among high-school teach: the range in percents was even greater, be; ning at 26.8 percent for teachers of foreig languages and extending upward to 60.5 TABLE 8.—TEACHERS’ JUDGMENTS AS TO THE REASONABLENESS OF PRESENT TEACHING LOADS Number Grade level of ee cases Light 1 2 3 Primary eee 697 18 Intermediate 952 19 Junior high school 837 10 Senior high school 1221 28 Rating given to present load Number Percent Reason- Ex- Light and Heavy ar able Heavy treme reasonable extrem¢ 4 5 6 7 ~ 408 245 26 61.1 38 534 362 37 58.1 41.9 438 355 34 53.5 46 614 491 88 52.6 47.4 [ 232] teachers of physical education. ‘| nt TOT lepartments which followed physical ed in percent of teachers reporting heavy xtreme teaching loads were: (1) technica 4+) quest ion ) me ar 2 “entre | rt 2) fine arts, (3) science, anc SOx This liditv of some teacher-load formulas whi tudies. finding calls into ve assigned relatively light subject weight to these departments. Whatever the measurabl about the relative we factors may indicate of teaching loads, the judgment of tea with respect to the reasonableness of thei: signments cannot safely be ignored. To do so ° °° 7 y ¥ s to undermine staff morale and teaching eff ency. sah 7 ee [he general pattern of the high-scho teachers’ attitudes toward their present teach ng loads, as described above and as shown in [able 9, is indicated graphically in Figure Use of Teachers’ Attitudes as a Basic Factor in Later Analyses Anticipating that important differences would be found between the responses of teachers who regarded their present teaching loads as light or reasonable and those of teachers who considered their assignments heavy or extreme, the questionnaire returns were divided on this basis and separate tabu lations were made for nearly all the items. And becau nificant differences did appe trom this point on in the bulletin the data wil be classified from time to time into these tw groups. For convenience in report hos who rated tie present te ichur y lo l ht ind reasonable will be referred to as t R’ group, and tho ( who rated them 1 he extreme will be termed the “H” gro Comparison of the Measurable Load of the R and H Groups Som« ndication of the d pupil load f teachers of the R H S 10. On the VveT ti la ( TABLE 10—COMPARATIVE PUPIL LOAD OF TEACHERS IN THE R AND H GROUPS Pe ent of te hers Median number with pup ads as . , of pupils specific n taught daily bold ty below R H R H 3 { Me than 4 [ Pr ( Inte 4 39. 4 14 $4 More than 175 pupils Junior his 166 18 senior | 140 5 160.0 TABLE 9.—THE RATING GIVEN TO PRESENT TEACHING LOADS BY TEACHERS AT VARIOUS GRADE LEVELS AND IN VARIOUS SUBJECTMATTER FIELDS Percent of te achers who rated their present teaching loads Number Grade level or department of cases Reason- Light and Heavy and Light able Heavy Extreme reasonable extreme 1 2 3 4 5 6 7 - Elementary teachers Kindergarten... 59 61.0 33.9 5.1 1.0 Grade I 41 5 60 *. 4-1 II 06 4.4 58 33.0 3.9 ( 1 III 191 1.6 55.5 10.3 ( a7 4 { lV 183 1] 67 ~s 62 3 ' Wess 190 6 60.5 35.3 1.¢ 3.1 VI 175 He | 55.5 35.4 7.4 57 VII-VIII 6 6 48 6.6 ( 40 Secondary teachers: English ; 438 0 19 8 42.9 5 3 51 Social studies 340 5 48.5 45.0 44 0 ‘ Foreign language 142 3.5 69.7 5.4 1.4 73 Mathematics...... 284 2.1 56.7 35.2 6.0 8.8 eae 19 1.4 8.4 45.6 +.¢ 19 Commercial subject 192 1.6 52.5 6.0 9.9 54.1 Home economics 86 1.2 51 5 I 52.4 { Technical arts... 106 2.8 42.5 47.2 oe 45.3 1 Fine arts. viwe 109 0.9 48 .¢ 43.1 7.4 19.5 0 Physical education 76 0.0 39.5 47.4 13.1 39 5 [ 233 ] of elementary teachers in the H group were larger by six pupils than those of teachers in the R group. Similarly, the number of pupils taught daily by high-school teachers in the H group was approximately 20 more than for the R group. Large classes of 40 pupils or more were three times as prevalent among elemen- tary teachers in the H as in the R group; and pupil loads of 175 or more were approximately twice as prevalent among secondary teachers in the H group as among those in the R group. From Table 11 it is clear, too, that teachers in the H groups—both elementary and sec- require more than 10 hours per week well be that, for many of the teachers study, reduction in the amount of time r for professional meetings or the proy | additional clerical help would have relief from existing pressures and chang: entire attitude toward present assignn In spite of the marked differences have just been pointed out, however, w spect to average pupil load and average of time required for out-of-class acti should not be inferred that these are t or indeed the chief factors which det 1 } ondary—give more time to out-of-class activi- the reasonableness or unreasonableness of t the ties than do teachers in the R group. The ing loads. There can be no absolute sta son difference in medians is especially pronounced in such matters. Differences among teac! rec in the case of time devoted to professional their capacity for work is an important Ch meetings, clerical work, interviews, and other sideration. Moreover, a pupil load of 40 in o: of 1 duties involving no direct teacher-pupil rela- classroom situation may be considerably light of tionship. In connection with duties of this type, than a pupil load of 25 under other condit opi it should be noted that 37.8 percent of the And in the same way, four or five hours sul elementary teachers and 43.4 percent of the week for professional meetings and commit: pos secondary teachers who rated their present may be a reasonable expectation in one « wh teaching burdens as heavy or extreme also re- whereas one or two hours per week would or ported that out-of-class duties such as these unduly burdensome in another. It should ma : ae FIGURE I a Th RATING GIVEN TO PRESENT TEACHING LOAD BY THE TEACHERS IN | VARIOUS HIGH-SCHOOL DEPARTMENTS d | loa DEPARTMENT RATING me EXTREME HEAVY REASONABLE | hay Physical education | | dit LIGHT | has Technical arts 1 | tea Fine arts | | ” tie Science 1] du Social studies §§ #§§§§ [Rug@uct SeLUeN CS wyecooe 1 | TA English 1 Home economics LN ee ee 1] Commercial subjects 1} Mathematics 1} Foreign language Bo ESS as 1 | 0 10 #422 «430 #40 30. 60 +10 #480 90 100 7 PERCENT OF TEACHERS Vol Pr Research Division, National Education Associat e [ 234] no Table 10 that 12.0 to 14.5 percent of — workers g& n the ettectivenes nd w ‘ ) , ’ , , nentary teachers in the R groups were Ccapacit f h the individual ar n he is a part An 40) pupils or more, yet considered this Zation of wl -onable”’ load, and that even large per just is true mn ec cation practice tf t who of the secondary teachers in the R group some relatio1 | mong all membd I teaching more than 175 pupils per day. staff and between teachers and isly, teaching load involves so many ire vital to the success of the er] plex factors that the mere mechanical ad- as to the staff morale, perso tment of pupil loads and time requirements and ad tive setting with will seldom result in equitable or satisfactory teache1 tl tudy were operat signments. nent her Were the personal relations! [ ot [he point should be emphasized, too, that these enerally fave le t ttect lany of the teachers sharing in this study rated ervice vere they cond ef t their present teaching loads as “‘light’’ or ‘“‘rea pressure train? sonable” in spite of conditions which they full) he answer to this question f recognized as unsatisfactory and undesirable. lable 12. By far the great majority ( [heir reports, as summarized in later sections coope1 n this study reported t th relationships with one another, wit] of this bulletin, direct attention to many aspects hiy of present teaching situations which, in their trative and supervisory officers, and wv | opinion, are responsible for unduly heavy pres- pupils were cooperative, democratic in sp sures. Their favorable general ratings were and harmonious. The percents for tl ous possible either because of compensating factors, groups ranged, as the table shows, from 68.8 which helped to offset objectionable conditions, to 94.7. Important minority groups, howev or perhaps because they have learned to tolerate representing 5.3 to 31.2 percent of thos¢ many unsatisfactory working conditions just as porting, were less fortunate in the tior a matter of practical expediency. Unfavorable relations within the staff we reporte d somewhat more frequently +} Le el ntat The Personal Relationships of Teachers ary teachers than by teachers in the elem As stated already, reasonableness of teaching grades. This may reflect in some m« load is determined only in part by quantitative specialized department interests and p1 measurements such as those cited above. Per- feelings necessarily involved in th haps equally important are the personnel con- and adjustment of teaching loads. It t ditions under which the load is carried—the a feeling, too, which probably h harmony, or lack of it, which characterizes the lated, rather than allaved, by the teacher's numerous personal relationships. It weights in teacher-load formulas. For teach is a commonplace to coaches, military authori- in the departments which are given the light ties, and personnel officials in business and in- weights often believe quite strongly that dustry that the attitudes and morale of the _ things considered, their work is f TABLE 11—TIME REQUIRED FOR THE OUT-OF-SCHOOL ACTIVITIES OF TEACHERS IN THE R AND H GROUPS Percent of teachers wl Median number of hours per week as specified in bold type below Type of activity Elementary Secondary Elementary econdar R H R H R H k H 1 2 3 + 5 6 7 9 More than 4 hours per week Extracurriculum activities 3 5 31 More than 2 hours per week Voluntary service to pupil-interest gt 3 a3 5.1 38.9 { Professional meetings, clerical work, interview More than 10 h per week Gikd cenk tna ) 10.5 » 5 11.1 22.8 3 8 +4 4 : 4 : as that of the other departments. In the present study, as has been cited earlier, unreasonable loads were reported most frequently by teachers in some of the departments generally given the lightest subject weights in teacher-load formu- las. Arbitrary, undemocratic, and regimented control was reported by 12.6 to 30.6 percent of the various groups of teachers, unfavorable relationships of this character being nearly twice as frequent for the H groups as for the R groups. This clearly indicates the desirability of wider opportunity for teachers to discuss conditions and to participate in policy-making in a friendly and democratic way. As some of the teachers were led to comment: It really isn’t teaching load that fatigues me; it is the atmosphere of restraint that prevails. Teach- ing becomes a burden when work is not appreciated and when we are treated as inferiors by adminis- trators. Discouraging relationships with supervisors were reported less frequently than any other type, and such as were reported came almost entirely from teachers in the H groups. On the contrary, unfavorable teacher-pupil relation- ships were reported more frequently than any other type, and were by no means identified solely with the H groups. Of special significance are the differences which consistently appear between the percents for the R and H groups. Without exception, the percent of teachers reporting unfavorable relationships was larger for the group with heavy or extreme teaching loads than for teachers with light or reasonable loads. Sig- nificantly, too, larger actual and relative dif- ferences in the percents are identified w;;| administrative and supervisory relations than with intra-staff and teacher-pupil tionships. Without presuming to say whether + lief that teaching loads are unreason more largely the cause or the effect of unw!} some personal relationships, the tendency fo, them to appear together is clearly appa: This fact should be a matter of particular co; cern to teacher groups and to school ad: trators alike. Satisfaction with Present Teaching Assignments Numerous studies have shown the pri lence of assignments poorly adapted to teac! preparation and the frequency with wl teachers are required to handle subjects o1 tivities outside their respective fields of interest How do such assignments affect the prob! ot teaching load ? Is dissatisfaction with te ing assignments associated with the belief t! teaching loads are unreasonable? According to the data in Table 13, direct and obvious relationship between sat faction with assignment and undue load pr sures can scarcely be denied. The er majority of teachers reported satisfaction wit! present assignments, but the percents dissatis fied were consistently larger for teachers of the H groups than for those reporting reasonable loads. The reports from teachers in the primar) grades and from those in the senior high school reflect the better adjustment. Reports from teachers in the H groups of the intermediate TABLE 12.—PERCENT OF TEACHERS WORKING UNDER FAVORABLE AND UNFAVORABLE PERSONNEL CONDITIONS Percent of Percent of Relationship elementary teachers secondary teachers R H R H Relationships with other teachers characterized by: Cooperation; teamwork; encouragement. . . . perstuws -atiwhab ine eta sce 5 84.7 82.6 74.2 Criticism; fault-finding; cliques........... POPES Pee rhe dS ee TER eT ET EEE 11.5 15.3 17 25.8 Relationships with administrators characterized by: Appreciative consideration; teacher participation in planning and control. .. 87.4 77.3 82.8 69.4 Arbitrary, undemocratic, regimented control te Gate dat oie Sica a aa 12.6 22.7 17.2 30.6 Supervisory relationships which tend to be: Cooperative; advisory; encouraging...... is ardiied eae ee elias 92.5 85.0 94.7 86.3 re oo. splice acceemud@hneccendle-oee 7.5 15.0 5.3 13 Pupil morale which tends to be: Cooperative; appreciative; responsive ..... ; RUC a EA RGrk eee ee 80.6 69.4 78.1 68.8 ES EE Oe ee oe eee ae 19.4 30.6 21.9 31.2 TAI 1, ind junior high school, respectively, r¢ tion ot teachi r oads th ire yf ; poorer adjustment. Among the latter, promis¢ as 32.7 percent were dissatisfied wit! e aspect of their present assignments and Enjoyment Derived from Teaching ess than 10.8 percent with any factor he ae ; —_— : oe : -. ’ W hethe teaching loads are considered rea dered. The high percents identified wit oe . x . = | sonable or inreasonable seems is definitely -he intermediate grades and junior high scho« : so § ° ' issociated with amount of enjoyment derived erhaps are due in part to the number of , ; ‘ ; , , from teaching s with the facto discussed .achers who prepare for senior high-school . sy ibove l it Drings out this relationshi ' rk but find it necessary, at least for some , . vork but showing the percent of teachers in each R d rs. to take grade school or junior high-school Oe ae i pee 1 # : I vroup who ado, and do no;, ent neil ( ssignments. — Without exception, fewer teachers in the H Some degree of dissatisfaction with teachir entity taken thaie “anak “eet nek” ts he signments probably is inevitable. Students of true for the R group. Conversely, larger | . problem are quite unanimous in the opinion, cents of the overburdened teache1 | d owever, that marked improvement in assign- finding littl no enicwment in thar worl nents usually is possible. Likewise, teachers i: Assuming that each factor is sometimes th the present study pointed out several instances cause and sometimes the effect of the other, as n which real improvement might have been js pro coup thie cetatinn af a bimeeiiile ichieved had there been opportunity Tor working Cl ronment, in Ww hic h teac hers find friendly discussion, by teachers and adminis satisfaction and enjoyment inother poten trators, of assignment policies and methods of tially helpful method of reducing teaching idjustment. For those interested in the redu: loads TABLE 13.—PERCENT OF TEACHERS IN THE R AND H GROUPS WHO REPORTED DISSATISFACTION WITH PRESENT TEACHING ASSIGNMENTS Percent of teachers reporting dissatisfaction Junior Senior Unsatisfactory situation Primary Intermediate high school high school R H R H R H R H 1 2 3 4 ~ 6 7 8 9 Assignment does not involve the preferr Subjectmatter fields 16.2 15.6 25 g 1 10 8 50 ) Grade levels 8 10.3 15.9 1.3 21.2 8.1 10.2 Type of pupils 8.2 12.8 14.1 1.5 12.9 0.8 0 1.6 Extracurriculum activities 16.8 31.0 3 ) 13.0 1 1.4 12.6 TABLE 14.—PERCENT OF TEACHERS IN R AND H GROUPS WHO DO, AND DO NOT, ENJOY THEIR WORK Percent of teachers Junior Senior Amount of enjoyment derived from teaching Primary Intermediate high school high school R H R H R H R H 1 2 3 4 5 6 7 8 9 Teachers who enjoy their work: Very much... 76.3 67.1 74.9 1.6 73.5 65.4 6.7 68.8 Fairly well......... ; 22.6 29.6 23.3 33.2 23.5 30.0 1.2 27.3 Not especially.......... £9 3.3 1.8 5.2 3.0 4.6 73 3.9 Number of cases on which percents are based 359 40 326 193 430 370 605 557 Health Status of Teachers in the R and H Groups Since a person’s attitudes and opinions on almost any topic may be colored by health con- ditions, and because unfavorable working con- ditions often impair the health of the worker, analysis was made in this study of the general health status of teachers who rated their pres- ent teaching loads as reasonable and of those who rated their loads as heavy or extreme. Table 15 shows the percent of teachers in each group who rated their general health as “ex- cellent,” ‘“‘above average,” “average,” and “poor.” There are no large differences in the percents given in this table, but such differences as do appear suggest that poor health and teaching loads that seem unreasonable tend to be associated. For teachers, this implies per- sonal responsibility to maintain good health so that teaching duties can be carried on without undue physical strain. For administrators, it suggests the dual responsibility of helping to safeguard teacher health and, more especially, of freeing teachers from excessive lo undermine their health. Judgments as to the Comparat Demands of Teaching and Other Vocations The teachers who cooperated in t! were asked to state whether their time requirements as teachers seemed signi! greater or less than the occupational borne by their friends and acquaintan other types of work. Table 16 summa opinions of various groups of teache: reference to this question. A little m a third of the teachers in the R group re; that, in their opinion, the demands of t are heavier than those of other occu Of those who rated their present assignn as heavy or extreme, about 65 to 75 p considered their job requirements heavier | those carried by their friends. Whether or ; this judgment is valid, it is a factor in 1 morale that can scarcely be ignored. TABLE 15.—PERCENT OF TEACHERS IN THE R AND H GROUPS WHO RATE! THEMSELVES IN EACH OF FOUR HEALTH-STATUS CATEGORIES Percent of teachers Junior Senior Health status Primary Intermediate high school high scho R H R H R H R 1 2 3 a 5 6 7 8 es = eee am erat ’itceumenee ae 23.8 28.7 28.9 34.8 32.4 37.0 BERS EEE Oe ne a 31.4 28.3 30.8 24.9 28.1 29.2 29.0 CS 004 usd os Cee ea a a ae ea «e.g 0-400 39.6 42.6 39.6 43.2 35.7 33.3 32.2 Aa nied oe Od sb deme aebio a tehs tenn 46 o:6.6 cen 2.2 5.3 1.0 3.0 1.4 5.1 1.8 Number of cases on which percents are based... 369 244 321 197 437 373 614 TABLE 16.—TEACHERS’ JUDGMENTS AS TO THE COMPARATIVE DEMANDS OF TEACHING AND OTHER OCCUPATIONS Percent of teachers Junior Senior In comparison with other occupations, the time Primary Intermediate high school high schoo! and job requirements of teaching seem: — ~- —————- — R H R H R H R H 1 2 + 5 6 7 8 ) SSS Se ee eee ee | 5.0 3.8 2.6 3.8 6.5 §.7 6.9 4.4 PE ee ee ee 55.1 23.2 51.3 24.7 58.1 29.8 54.5 29 OE EE Se rr re - 3.9 73.0 46.1 71.5 35.4 64.5 38.6 66.4 Number of replies on which percents are based. . 376 237 306 186 415 369 595 544 [ 238 ] atte! In 1 shou :, they load sucl in t Th » [V. Evaluation of Specific Factors in Present Teaching Load: the major sources of pressure \\ t are : ] ] } ] teaching loads as experienced by class ichers ? fact n present teaching situations determine Have recent educational trends cont: the weight of teaching loads to any nt extent? Have impor tant aspects ot ng loads been overlooked by ires? What it teaching loa yrevailing prevailing } +t is it teachers see when 1? ey Section III of the questionnai : ae was a checklist by means of which teachers could call attention to whatever fac tors in their present teaching situations seem ynsible for excessive load pressures. Teach resp } ers were requested to rate forty-four items enumerated in this checklist, using a four-point scale in accordance with the following instruc present teaching situation, which items In your stand out as points of pressure, or represent con ditions which should receive special attention be- of the attention they require from you? cause unusual amounts of time, energy, or In general, items should be checked as follows: 1) Those which do not apply in your situation should be left blank. 2) Items should be checked as “light” if you feel they represent only a minor factor in your present load requirements. 3) All other items should be checked as “reason- able” unless you are definitely aware of undue pres- sures from that source, in which case they should be checked as “unduly heavy” or sures according to your feeling regarding the situa- “extreme” pres- tion. Ratings from this part of the questionnaire are presented in this section of the bulletin for such light as they shed on the questions raised in the opening paragraph above. The General Pattern of Teaching Load Pressures The percents of elementary and secondary teachers who assigned different degrees of pres- sure to each of the forty-four items in the checklist are given in detail in Table A, in the Appendix. These percents are plotted graphically in Figures II and III to reveal such “pressure patterns’ as may be apparent with reference to the forty-four load factors. Inspec- tion of Figures II and III (and of Table A) will make clear the following characteristics To what extent do individual re used in this ( | S ( as, i i¢ t¢ ichers ( th ( | \ ( n the check wi as SI ( n of teach 1 la ( ( ( of the ¢ che \ very ftew items wer ited O \ approximately 50 to 90 percent ing. (2) Teacl s ditter widely as to the de ree of pressure att factor. 3) With Tew exceptions t] pressure caused by each item w reasonable by the majority of te the item. (4) Practically every item w source of extreme pressure by a small nt of teachers, indicated by the “extré sure” band which extends completely \ he left-hand side of the charts. The same items however, are also rated as minor factors in load by a somewhat larger percent of teache illustrated by the “light pressure” band ex tending down the right-hand portion of the charts. (5) The most significant part of th ire very probably, relates to the two grou o! teachers, ranging from about 10 to 20 percent, who were experiencing either extreme or un duly heavy pressures from each of the items shown. It is primarily in this area that sugges tions may be found for improving present load conditions. (6) both the elementary- and secondary-school ley Pronounced differences are apparent at els in the ratings given to the variou factors. In other words, certain factor out as which can be identified readily by the longer common sources of pressure factors heavy bars in the “pressure bands” of Figures I] and til. As the figures show, these common sources of pressure are not confined to of the nine major areas into which the forty four items have been classified but, instead, are distributed thru several areas. (7) Each teacher experiences a unique pat tern of teaching load pressures which varies ir accordance with personal factors in the total situation. While nearly half of the teachers in this study—as reactions to numerou was renorte PUTLCE 1 in the previous section of this bulletin——rated their total teaching load as unduly heavy or [ 239 ] FIGURE II PERCENT OF ELEMENTARY TEACHERS RATING EACH OF 44 FACTORS IN TEACHING LOAD AS “EXTREME,” “HEAVY,” “REASONABLE,” AND “LIGHT” LOAD FACTOR® RATING NO RATING EXTREME HEAVY REASONABLE LIGHT GIVEN Pupils and classes Class size Number of classes Number of diferent subjects Total numboer o! pupi's Type >? pup | Plant facilities Overcrow 3e0 assrc Lack of equipment Lack of supplies Lack of books Poor scno | envir Wmment Plans and preparations Daily lesson plans Preparat n of materials Planning ex C Plann ng indiv due help Changing emphases in education Adapting to ‘activity program ‘ Providing tor indiv. aitterences Adapting to ‘no-failure’ ideal Keeping new type recoras Testing new curriculums Administration and clerical work Committee work Adm. and supyv y conferences Required reports Requisition and accts. ‘red tepe Routine clerical work Class interruptions Out-of-class pupil supervision Correcting papers Care of equipment Care of classroom Extracurricular duties Special-interest groups Supv'e@ general school activities Community, student groups Guidance and adjustment Homeroom activities Individual counseling Keeping personnel records Pupil adjustment in reg. classes Special coaching work Public relations PTA activities Civie and social service work Drives, campaigns, etc. Contests, exhibits, etc. Professional improvement Sta meetings and study groups Summer schoo! work, ete. Curriculum revision 10 20 30 40 60 70 80 90 100 PERCENT OF TEACHERS Research Division, National Education Associst @ Fora more complete statement of the load factors given in abbreviated form below, see Part Ill of the questionnaire which -68. is reproduced in the Appendix, pages 267 PER TEA [ 240 ] FIGURE III PERCENT OF SECONDARY TEACHERS RATING EACH OF 44 FACTORS IN TEACHING LOAD AS “EXTREME,” “HEAVY,” “REASONABLE,” AND “LIGHT” LOAD FACTOR®* RATING NO RATING Pupils and classes EXTREME HEAVY REASONABLE LIGHT GIVEN 3 os D *, Puss = < > ] - “ eau i . = ¥A Se ee = — ce BETA B33 a8 T ae eet | # 7 9 RAY CF ae] —— Plant facilities Plans and preparations > — , ar o E viding f . — —_ . | \dapt é ca eeping ew ype rec sie = Administration and clerical work Adm. and supv y conference aa: = Dcnssiticadl 1 Rese @qu en ——EE 4 Reau scctg t i ‘ — ~ 4 K e ass interrup n 7 | 4 4 ut-of-c Up | 4 rrectin or ex i } eb S a 4 4 > wh are of J > , 2 | Guidance and adjustment Homer "a tie Jua Keeping per sc - 4 Sec ; | Public relations a - mt ey’ ee . i — ér : paisa 80 90 100 PERCENT OF TEACHERS Research Division, National Education A @ For a more complete statement of the load factors given in abbreviated form below, see Part Ill of the questionnaire which is reproduced in the Appendix, pages 267-68. { 241 ] extreme, not more than a third of those report- ing rated any single factor as the cause of un- duly heavy pressures. In only six instances did 20 percent or more of the teachers agree on any single item as a source of undue pressure. As some of the teachers pointed out: When I look at my ratings, no single factor seems so very heavy, but somehow when one gets them all together in the work of a week, they are often quite staggering. There seems to be a constant increase in number of special requests, cooperative undertakings, cur- riculum committees, efficiency surveys, etc. When a new obligation is imposed, the statement is always made, “This will not take much time,” but cumula- tively it all amounts to a real drag on the con- scientious teacher. Every year adds a new feature—nothing is ever taken away. Major Pressure Areas in Present Teaching Loads What are the specific load pressures of which teachers are most keenly aware? Do prevailing measures of load take these factors into ac- count? Are they subject to administrative con- trol or are they determined primarily by ex- ternal circumstances? The sources of unduly heavy or extreme pressures in present teaching situations mentioned by 20 percent or more of those reporting are indicated in Table 17. The item, class interruptions—due to bul- letins, announcements, errands, special events, leads all other factors in frequency of etc. TABLE 17.—SOURCES OF UNDULY HEAVY OR EXTREME PRESSURE REPORTED mention as a source of heavy load press both elementary- and secondary-school 1 All groups were in striking agreement factor contributes greatly to the pres: teaching loads. Yet altho the disrupt plans and procedures resulting from th tice ranks high as a source of strain, opinion of teachers, it has not often been nized in measures of teaching load. M¢ few administrators probably realize the . to which lack of planning in this area ine results in additional burdens for teache: daily load of correcting and grading | notebooks, tests, etc., and overcrowded rooms rank next to class interruptio: sources of pressure at the high-school! The reports of elementary teachers, on other hand, give second and third rank spectively, to adapting class programs to vidual differences and adjusting pron standards to meet a no-failure ideal. ‘The other new educational procedures are fr: sources of heavy pressure in present teac! loads, altho strain from these influences recognized by existing measures of teac! load and cannot as yet be measured because their intangible nature. The effects of growing emphasis upon such aims as the vidualization of instruction and continu progress for all pupils are equivalent to mark increases in class size, since many additi things must now be done for the same p\ BY 20 PERCENT OR MORE OF THE TEACHERS Percent Percent Sources of pressure for reporting Sources of pressure for reporting elementary teachers it heavy or secondary teachers it heavy extreme extreme 1 2 3 4 Class interruptions: bulletins, announcements, Class interruptions: bulletins, announcements, GOS, GN. 5 5 oio's oo G8 caches Keeton 28.3 EE Eee 1 Adapting class program to individual differ- Daily load of correcting, grading papers, note- ences in ability, interest, need. .............. 26.1 books, tests, homework, etc................ Adapting promotion standards to meet a “no- Classroom capacity; degree of overcrowding ‘ 25 failure’’ ideal without neglecting “minimum essentials'’ expected by the school or without Total number of pupils assigned endangering future school adjustment and SU GE ES 6. 060005 60sns 000% xeken 23.2 Adapting promotion standards to meet a “‘no- failure’ ideal without neglecting “minimum Clerical activities—mimeographing class mate- essentials" expected by the school or without rials, work sheets, transcribing records, test endangering future school adjustment and poouiite for Comennl Ghee; C00... ccc ccc cccccce 22.8 progress of pupils............ alesis teeta ech E 23.8 Total number of pupils assigned. .............. 20.8 School environment (noises and interruptions from street, playground, neighborhood, etc.)... 23.1 Bine of individwal ChassGG. cassis cccccecsccceces 20.3 [ 242 ] + Thre Vl in the fut + tne ind expansl practice tions Cz teacher: phrased It is futility necessity cation b individu of adap ideas WI ment OV The ire sub trol. N rooms, largely cumsta! other f procedt philoso; justme! operati lowed. teacher Admi well enc that are and the wish w group. ' teaching Und their e tional | drain 1 Ing ne classro orists, scarcel tical is tear hit way of planning, diagnosing, and adjust lividual interests, abilities, and needs. new types of responsibilities represent a plane of professional service and, as teachers in the present study took occa point out, make heavier demands upon rey and vitality of teachers than most he commonly recognized and measurable factors of teaching load. \ianv of the teachers’ comments dealt with the futility of attempting further emphasis on the individualization of instruction or wider expansion of school responsibilities until the practical and physical aspects of teaching situa- tions can be brought within the limits of the teachers’ physical energies. As one teacher phrased it: constantly with the faced where the It is irritating to be futility of a situation necessity disregard the accepted philosophy of edu cation because there is not sufficient time to give individual attention to pupils, nor any possibility of adapting an overcrowded classroom to modern teacher must of ideas which are generally accepted as an improve ment over mass teaching. The majority of the items listed in Table 17 ire subject to considerable administrative con trol. Number of pupils, class size, crowded rooms, and environmental disturbances may be largely determined by financial or external cir- cumstances beyond immediate control, but the other factors in this list are matters of policy, procedure, and interpretation of educational philosophy. They are subject to important ad justment, particularly if democratic and co operative procedures within the staff are fol lowed. Commenting on this situation, one teacher says: situation know the real all the demands Administrators do not well enough. They fail to consider that are being made, the need of better equalization, and the fact that wish we could talk these problems over more in a group. Why not consult teachers as to how to lighten averages cover up too much. I teaching loads? Undoubtedly, many school administrators in their enthusiasm for the best possible educa- tional procedures have failed to appreciate the drain upon nervous energy required in adjust ing new procedures and philosophies to actual classroom situations. Likewise, educational the- orists, by the very nature of their work, are scarcely in a position fully to realize the prac tical implications of the newer programs for teaching load. The reports from teachers, in the present stu were filled with reminders of these new aspects of theit present loads and with evidence as to the importance of such new emphases in creating present load pressures Variations with Respect to the Sources of Load Pressure for Teachers in the R and H Groups ] As the major factors in teacher load ar ] | lered, the question naturally ( being consi as to whether or not the same sources of sure are prominent in the thinking of teachers 7 ] total ioads } rated respectively Are the n ressure the same, Or ditterer t, ror Ww hose were reasonable and unduly heavy. sources of p teachers in the R and H groups? That present characteristic differences Table 18, in whicl are shown the percents of teachers in the R and certain is apparent from H groups who checked the various items her« listed as sources of unduly heavy or extreme pressure. Especially noticeable is the oby difference in the size of percents for the R and H groups. Almost without exception the pe: cent of teachers in the H group rating the items as sources of extreme pressure was larger than the corresponding percent in the R grou; typically twice as large, but in one case seven times as large characteristics of the two set reflected in graphic forn [V. Each chart is forme ) graph for the R grout The gener of ratings are Figures III and superimposing a bat upon one for the H group. The relative amounts by which the percents for the H group exceed those for the R group are rej resented by the shaded areas in eacn ch From Figures III and 1V the following cha: acteristics are apparent: 1. The pressure profiles for both group show a general similarity, the same items hay ing been identified by relatively high percents of those reporting in both the R and H grou 2. The greatest differences between the in the R and H groups pertai: to class size and pupil load. In this connectior it should bx that there numerical difference with respect to the present ings of teac hers recalled Was a class sizes and pupil loads of teachers R and H groups in this study—not just a dif ference in their attitudes toward these factors 3. Each factor in teaching load was rated as a source of excessive pressure by at least a [ 243 ] FIGURE IV PERCENT OF, ELEMENTARY TEACHERS IN THE “R" AND ‘“H" GROUPS WHO RATED EACH OF 44 FACTORS IN TEACHING AS THE SOURCE OF HEAVY OR EXTREME PRESSURE LOAD FACTOR* 7 Pupils and classes Class size Number of classes Number of diferent subjects Total number of pupils Type of pupil Plant facilities Overcrowded classrooms Lack of equipment Lack of supplies Lack of books Poor school environment Plans and preparations Daily lesson plens Preperation of materials Planning excursions, etc. Planning individual help Changing emph in educati Adapting to “activity” program Providing for indiv. differences Adapting to “no-failure” ideal Keeping “new type’ records Testing new curriculums Administration and clerical work Committee work Adm. and supv y conferences Required reports Requisition and acctg. “red tape” Routine clerical work Class interruptions Out-of-class pupil supervision Correcting papers Care of equipment Care of classroom Extracurricular duties Special-interest groups Supv'g general school activities Community, student groups Guidance and adjustment Hemeroom activities Individual counseling Keeping personnel records Pupil adjustment in reg. classes Special coaching work Public relations PTA activities Civic and social service work Drives, campaigns, etc. Contests, exhibits, etc. Professional improvement Staff meetings and study groups Summer school work, etc. Curriculum revision 10 20 30 40 50 60 70 80 90 100 PERCENT OF TEACHERS Research Division, National Education Associstior @ For a more complete statement of the load factors given in abbreviated form below, see Part Ill of the questionnaire which is reproduced in the Appendix, pages 267-68. [ 244] FIGURE V PERCENT OF SECONDARY TEACHERS IN THE “R" AND “HH” GROUPS WHO RATED EACH OF 44 FACTORS IN TEACHING AS THE SOURCE OF HEAVY OR EXTREME PRESSURE LOAD FACTOR: . Pupils and classes \ lass f put Plant facilities SCK e : 4 f Plans and preparations r ? ; or r i annr S | 3 J Changing emphases in education . — = — 2 | Adapting t ~ | . | A\dapting fs ta | \ 1 eeping né ea (eae J Administration and clerical work tata a a are ot equipmer Cuect duxcon Extracurricular duties Special interest Supv @ general scl Community, student grout Guidance and adjustment Homeroom activitie Individual « unseiing Keeping personne! re Pupil adjustment in reg. cle Special coaching work : a - Public relations 7 ene Sa PTA activities — - ome eee Civie and social service work 2 a = iad il a Drives, campaigns, etc Contests, exhibits, etc , oleae Professional improvement ee a Se a “ Staff meetings and study ar . Summer school work, etc : ee Se Curriculum revision a —- — a 0 10 20 30 40. ~+~«50 60 70 #480 9 100 PERCENT OF TEACHERS Research Division, National Education Associa @ Fora more complete statement of the load factors given in abbreviated form below, see Part Ill of the questionnaire which is reproduced in the Appendix, pages 267-68. [ 245 ] TABLE 18.—PERCENT OF TEACHERS IN R AND H GROUPS WHO RATED |} ACH ITEM AS THE SOURCE OF UNDULY HEAVY OR EXTREME PRESSUR! 1. nN ow — wn a ~ Factors in teaching load 1 Load pressures pay to number ond type of classes and pupils a. Size of individual classes. . Lt$idthetht+hewewamahe es wea be b. Total number of classes assigned . eT TE Oe PT OP Pere c. Number of different subjects assigned.................0-000005 ©. Fe ee er Is os vecckeecddacdécccesdscczcens Oi, Ne Or IE ois wae ec datcn necesita desdacvsvens . Load pressures due to inadequacy of school facilities a. Classroom capacity; degree of overcrowding. .................. b. Classroom or laboratory equipment........... eer . Instructional supplies and materials............ SStéaacaceand . Texts and supplementary references. ..............2-0cceceees e. School environment (noises and interruptions from stre et, play- an aa a ore . Load pressures due to requirements of instructional planning and class preparations x Planning, organizing, and studying for daily class work. . Providing supplementary reference, illustrative, activity materials. c. . Finnie and supervising enrichment opportunities—excursions, Te Oe ary Pee CE LET ERE RET CORTEET CTR CETTE CCTEEE d. Providing for special needs of racial or underprivilege d groups iad . Load pressures due to changing emphases in classroom methods and procedures a. Adapting class work to the “‘pupil activity” type of program..... b. Adapting class program to individual differences in ability, inter- OR, ak nn nos Meee eas A ERL che eeee edkerehsccdacasce Adapting promotion standards to meet a “‘no-failure’’ ideal with- out neglecting ‘“‘minimum essentials’’ expected by the school or without endangering future school adjustment and progress of WN. shack ne ane 64a ees Cee t HEME Ok os 0 ond eacedews d. Maintaining newer types of diagnostic and growth records of pupil behavior, character traits, and personality adjustments... .. e. Applying new experimental curriculum plans to the classroom.... . Load pressures due to administrative, supervisory, clerical respon- sibilities a. Service on councils and committees. ..............02ceceeeecee b. Individual conferences with principal, supervisors, staff specialists. c. Requirements of administrative or supervisory reports.......... d. Routine involved in securing texts and supplies—requisition and ed os ade igh tba ds c0.0.0.6:622c6n0 is caner e. Clerical activities—mimeographing class materials, work sheets, transcribing records, test results for central files, etc............ f. Class interruptions: bulletins, announcements, errands, special eT ee Te Te ee Te TTT TUR ETETETeT TT Teer g. Supervision of pupils and building: corridors, play ground, assem- blies, lunchroom, detention, public performances and events. .... h. Daily load of correcting, grading papers, notebooks, tests, home- WN CRs in ccna eb itieanaedah eat natiendesbicneedzaaaaca i. Care and repair of laboratory or shop equipment, tools, materials. j. Classroom care—cleaning, dusting, heating, lighting, decorating, Se et Cee PE Tey eT TORT TTT Te eee . Load pressures due to requirements of extracurriculum responsibilities a. Sponsoring special interest groups and activities (debate, school paper, school shows, home projects, departmental clubs, etc.).... b. Supervising student government organizations and general school activities (elections, meetings, tickets, attendance at dances, TN, Se ka daw anccnembascscncccecescsces c. Assisting with community student groups (Boy, Scouts, Camp PU, eee ee ey WR EO ty 8k CR iSisks 66 cK cds 6c 0ceves . Load due to guidance and pupil-adjustment responsibilities a. Requirements of homeroom activities and responsibilities........ b. Counseling responsibilities—conferences with individual pupils, advisers, nurse, specialists; case studies, home visitation, etc...... c. Time and effort involved in the personnel record system (perma- nent record cards, failure notices, report card system, etc.)...... d. Time and effort involved in caring for disciplinary and handi- capped children in the regular classes. ................000cceee e. Remedial and coaching requirements of poorly preps ared, transient, Percent of R groups rating Percent of H grou item heavy or ext item heavy or extreme Elementary Secondary 2 3 6.7 10.5 7.4 4.8 8.6 5.7 7.5 8.3 11.4 9.2 9.7 18.1 10.7 13.6 10.4 11.1 8.9 12.3 13.6 20.4 Fat 5.7 13.3 8.7 5.9 9 10.3 Te 10.1 5.9 16.5 13.9 17.4 18.1 9.8 6.1 9.2 5.6 4.0 6.5 2.7 2.0 5.6 6.9 5.9 4.9 15.4 11.6 22.9 23.2 13.7 6.5 10.0 14.0 1.8 4.1 8.2 3.0 2.3 7.2 1.1 6.5 0.3 2.8 1.4 7.8 2.1 3.8 10.9 14.0 11.4 8.5 12.2 7.6 and irregular attendance pupils. . By Figs Mie jhenastes Blemsentary 40 30. 25 40 23. 25 40 25. 24 26. i) _ be w 9 Secor TABI ITEM small group 4, of he even consi In th prop as a of th abou the | ing | class as la Ci freq ers 1 The but ; N and tor | ond: teac hea larg of t how tors thos TABLE 18.—PERCENT OF TEACHERS IN R AND H GROUPS WHO RATED EAC ITEM AS THE SOURCE OF UNDULY HEAVY OR EXTREME PRESSURE- (Cc Percent of R item heavy groups rating r extr Percent of H gro item heavy or eme Factors in teaching load Elementary Secondary Elementary r 1 2 3 4 e | r expected < u yr P ps en icher activ 5 10.3 P p ivi ial servi giou lubs, Sunday School, Scouts, Ca I l 1.5 Cooperation and assistance in drive nd-r 11 Participation in essay nte exhib [ sponsored by organizations and cor f | 5 41.8 i due to protessi improvement requir Staff meetings and study groups 0 Summer school requirements, institute convent ourses 6 1.6 1¢ ) Curriculum revision programs 1.0 ba 1 1 small percent of teachers in both the R and H [he item, class interruptions, rank groups. the replies from H groups, both elen 4. No one factor was identified as the source and secondary. Significantly. too. it le of heavy pressure by more than 44 percent other items in frequency of mention a even of the H groups, altho all these teachers of load pressure among teachers whose considered their total loads as heavy or extreme. In the R groups, 23.2 percent was the highest proportion of teachers checking any one item as a source of heavy pressure and a majority of the items were so evaluated by less than 10 percent. 5. In general, the percent of teachers check ing an item as a source of heavy pressure was about twice as large for the H groups as for the R groups. The percents for items pertain ind ing to class size and number of pupils classes, however, were from four to seven times as large for the H groups as for the R groups Comparison of the ten items mentioned most frequently by elementary and secondary teach ers in the H groups is provided in Table 19. The percents are entered not only for the H but also for the R groups. Number of pupils and class size rank first and second, respectively, as sources of pressure for the H groups in both elementary and sec- ondary schools. More than 40 percent of the teachers who regard their total load as unduly heavy believe that sheer numbers of pupils and large classes contribute materially to the weight of teaching load. For teachers in the R groups, however, these are comparatively minor fac tors, checked by only 10 percent, or less, of those reporting. 7 load was rated recting of pape work are other indicate a need trative proced The higl I teachers, of the result oT ne rs and various fo1 as light or reasonabl ms sources of load pre for the best POssIDl¢ the ‘ nportance, load In pressures Ine } SU iry adaptations to new ‘ and changes in educational policy clearly indicated in Table 19. In oth the interpretation and working ou educational obj : } room procedures nervous ene recognize Differences Teachers Characteristic respect to the teachers at \ at terms oT ac ctives 1n entail so much dem in Load Various Grade difterences in attit yurces of load pres ul al ious grade ley el . in Table 20. This table includes onl; which were rate by 20 percent o crade level t -d as unduly heavy more of the teach Some of the same general tend in this table as have been noted with the preceding ones. Namely, the n factors of class size, total pupil lo r factors in teacher Pressure Lhe Ll T¢ ( rey that such idaptation I tor Levels TABLE 19—THE TEN SOURCES OF UNDULY HEAVY PRESSURE MENTIONf; MOST FREQUENTLY BY ELEMENTARY AND SECONDARY TEACHERS |) THE R AND H GROUPS es Elementary Secondary Percent Perce mentioning ment Source of pressure Source of pressure R H R 1 2 3 4 5 Total number of pupils assigned re 40.1 Total number of pupils assigned 8 | | Size of individual classes 6.7 40.1 | Size of individual classes o) aS \dapting class program to individual differ Class interruptions: bulletins, announcements, ences in ability, interest, need. . 16.5 40.0 | errands, special events. 23 | Class interruptions: bulletins, announcements, | Daily load of correcting, grading papers, errands, special events 22.9 36.3 noteboos, tests, homework, et: 14.0 Daily load of correcting, grading papers, Total number of classes assigned 4.8 notebooks, tests, homework, et« 10.0 33.6 Classroom capacity; degree of overcrowding.. 18 Clerical activities—mimeographing class ma- terials, work sheets, transcribing records Adapting promotion standards to meet a “‘no- test results for central files, etc. 15.4 33.4 failure’ ideal without neglecting ‘‘minimum essentials’’ expected by the school or with Adapting promotion standards to meet a ‘“‘no- out endangering future school adjustment failure’’ ideal without neglecting ‘minimum and progress of pupils 18.1 essentials’’ expected by the school or with- out endangering future school adjustment Time and effort involved in the personnel and progress of pupils............... a» 92.4 31.8 record system (permanent record cards, | failure notices, report card system, etc.) 14.0 Providing supplementary reference, illustra- tive, activity materials................ SE 29.7 School environment (noises and interrup- tions from street, playground, neighbor- Planning, organizing, and studying for daily eed, G00.) ..ciicces és e% , 20.4 class work : nat “ee ‘ ~ ot 29.0 Adapting class program to individual differ- Classroom capacity; degree of overcrowding. . 9.7 27.8 ences in ability, interest, need : 13.9 TABLE 20.—PERCENT OF TEACHERS AT EACH GRADE LEVEL WHO REPORTED VARIOUS FACTORS AS SOURCES OF UNDUE PRESSURE Percent of teachers reporting Source of pressure Inter- Junior Senior Beimary mediate high school high scho: 1 2 3 y 5 Size of individual eineeen. 21.5 19.7 26.6 23.8 Total number of classes assigned : ‘ae 10.1 17.0 20.0 19 Number of different subjects assigned........... i ale 10.8 20.4 8.7 10.9 Total number of pupils assigned............... — 21.0 20.4 26.7 24.¢ Classroom capacity; degree of overcrowding...... . Nia hs de Sia al 16.6 19.2 23.8 26.9 School environment (noises and interruptions from street, playground, a RR EOE 2 SEE GN 9 3 5 ah, ee ae eae 13.5 17.9 22.2 23 Providing supplementary reference, illustrative, activity materials Sled dia 21.5 20.3 11.4 12.4 Adapting class program to individual differences in ability, interest, need. . 26.0 27.9 0.9 17.9 Adapting promotion standards to meet a ‘‘no-failure”’ ideal without neglect- ing ‘“‘minimum essentials’’ expected by the school or without endangering future school adjustment and progress of pupils.................... 23.8 24.0 24.7 3 : Clerical activities—mimeographing class materials, work sheets, transcrib- : ing records, test results for central files, etc. ....... 0... cc ee 26.2 21.7 16.0 18.5 {} Class interruptions: bulletins, announcements, errands, special events... . 27.4 32.7 26.6 28.3 nm Supervision of pupils and building: corridors, playground, assemblies, : lunchroom, detention, public performances and events................ 20.8 20.3 11.4 12.4 ' Daily load of correcting, grading papers, notebooks, tests, homework, etc. 13.5 25.4 23.2 28.3 Time and effort involved in the personnel record system (permanent record : cards, failure notices, report card system, etc.)...................44. 15.5 17.5 20.4 19.6 Remedial and coaching requirements of poorly prepared, transient, and irregular attendance pupils..................... évdeeoenes ace 20.0 19.5 12.3 11.1 cher oMs, rrect nore t Evid nted loa f this ind ne voluti ustme trom t when t rally nore Cc pro\ lificul Diffe: by Te Fac ported n any able asa S shown He: rooms nterrt ill de source certall differs lowin; classes assigned rank highest, but are wed closely by such items as class interrup - clerical work, the difficulties of indi dualizing instruction, and the problems in olved in making a practical adjustment to the of a ‘“‘no-failure” tactor was philosophy. The last mentioned as a source of umed re by approximately one-fourth of the hers at each of the four grade-level areas. [he problem of providing supplementary ence and illustrative materials, clerical ties, the supervision of pupils at noon, iods, and the recesses, and at free pet ching of transient and slow-learning pupil sources of load pressure mentioned more frequently by elementary than by secondary teachers. On the environmental other hand, overcrowded yoms, disturbances, and the yrrection of papers and tests are relatively nore troublesome at the high-school level. Evidence in Table 20, as well as that pre sented in previous tables, directs attention to the load pressures experienced by the teachers if this study as a result of the new procedures ind new demands arising from the continuous Marked ad pl essures -volution of educational ideals. ustment of teaching load arising from these causes can undoubtedly be achieved when the weight of such pressures is more gen- ‘rally recognized, when local situations are nore carefully analyzed, and when opportunity s provided for free discussion of the specific lificulties which teachers experience. Differences in Load Pressure Reported by Teachers from Various Departments Factors responsible for load pressure as re ported by 20 percent, or more, of the teachers n any one high-school department are listed in lable 21. The percents checking each factor as a source of pressure in each department are shown, the highest one in bold type. Heavy pressures from class size, crowded rooms, environmental disturbances, and class interruptions were reported frequently from ill departments. Otherwise, however, specific sources of pressure tended to be identified with certain departments. Among the departmental differences observable from Table 21, the fol- lowing merit consideration: 1. Class size and total number of pupils were reported as sources of pressure by higher [ 249 ] percents T ichers I phy ( than by any others. Nevertheles é ments except foreign language, these fa were checked by 16 percent or more t the teacher S report 2. Pressures, due to the type of 1 signed, were reported most Tl teachers ot home economics and t 5. OR owded roon ve ( load pressures for 30 to 40 perce f teachers oT nce, home econon nical arts, and lack of gymna added ore tly to the load of phy instructors. 4. Shortage of equipment, supplic terials was reported most frequently from the departments oT science, home economic tecl nical arts, and fine 5. Difficult “‘no-failure” policy arts. } ‘ncountered in adapt were reported a the of load pressure by nearly a fourth of teachers of English, social studies, foreign lat Puage, n ithen itICcs, science nd | subjects 6. The load of correcting papers, note tests, etc., was cited as a troublesome factor in teaching load by 40.6 percent of the English teachers—a higher proportion than for any other group. This factor was also checked } however, by substantial percents of the teachers of the social studies, m ithematics. sclence ind commercial subjects. 7. Teachers of the technical arts cali atten tion to the load of maintaining and repairing ce equipment. Pressures arising from this sé were mentioned by 39.6 percent of the shoy tea hers. Because of departmental differences such ibove, formulas for those pointed out the me urement of teaching load have attempted to compensate for the differences known to exist by the introduction of subject weights. Such formulas are helpful in equalizing measural loads but they do not necessarily equalize departmental load pressures. As various ta study in the present indicate, many teachers experience just as much load pressure fron various intangible factors as from the me urable factors employed in Idad formulas. The last two factors mentioned above—(1) correct ing papers, tests, etc., and (2) maintaining shop equipment—led all others in relative frequency of mention in this study. Yet in spite of this finding, these factors usually are ignored or given scant recognition in the application of teaching-load formulas. The result is that feel- ings of discrimination are sometimes thus oc- casioned within faculty groups. Teaching-load formulas have proved inade- quate, moreover, not only because important sources of load pressure have been overlooked or under-rated but also because load pressures vary for any given department with variations in local school practice. In other words, equi- table adjustment of teaching load requires not only an adequate formula but suitable adapta- tions of it, based on the thoro study and dis- cussion of local conditions. Adjustment of teaching loads is primarily a problem of per- sonnel administration. Personal reactions, mor- TABLE 21.—SOURCES OF LOAD PRESSURE MENTIONED BY 20 PERCENT, OR ale, and personnel relationships are factors in any satisfactory solution to pressures associated with class size and | of pupils, within reasonable limits, ar selves affected materially by the total , pattern of professional activities which into teachers’ work. In this connectio: following comments by teachers are sig: To equalize loads fairly, administrators study a teacher’s activities as well as the assigned. If there were only more opport express our views on difficulties as they co: and if we were permitted to help form policies rather than have them dictated to would help so much. Let’s have opportunity to make studies si: this in our own systems. Seldom is this questi investigated so that actual problems can by without fear of consequence. MORE, OF THE TEACHERS IN SOME HIGH-SCHOOL DEPARTMENT Com- P} Foreign mer- Home‘ Tech- 4 Source of load pressures Eng- Social lan- Mathe- cial eco- nical Fine educa lish studies guage matics Science subjects nomics arts arts tior 1 2 3 4 5 6 7 8 9 10 Size of individual classes............ 28.8 24.7 8.5 27.1 28.8 22.9 22.1 19.8 24.8 32.9 Total number of classes assigned..... 18.7 19.7 11.3 18.3 18.3 23.4 20.9 23.6 23.9 Total number of pupils assigned..... 26.0 29.4 6.3 26.1 26.5 23.4 18.6 16.0 36.7 Type of pupil assigned............. 7.3 17.6 6.3 13.4 7.8 13.5 19.8 20.8 17.4 Classroom capacity; degree of over- SN, eis ck eth nikdcs } Gkds ces 23.1 27.1 16.9 20.1 36.1 21.4 31.4 38.7 a Classroom or laboratory equipment... 13.2 19.7 12.0 11.6 22.4 14.1 24 33.0 23.9 Instructional supplies and materials... 14.8 7.1 12.7 10.9 11.0 7.3 12.8 23.6 15.6 School environment (noises and in- terruptions from street, playground, neighborhood, etc.).............. 25.3 24.1 21.8 23.9 25.1 20.3 22.1 21.7 21.1 Providing supplementary reference, illustrative, activity materials..... 11.4 18.8 6.3 8.8 8.7 6.8 20.9 16.0 15.6 Adapting class program to individual differences in ability, interest, need. 22.1 20.6 16.9 22.5 13.2 17.7 22.1 17.9 17.4 Adapting promotion standards to meet a “‘no-failure’’ ideal without neglecting “‘minimum essentials” expected by the school or without endangering future school adjust- ment and progress of pupils...... 27.9 27.9 28.2 29.9 21.5 21.4 15.1 17.0 10.1 Clerical activities — mimeographing class materials, work sheets, tran- scribing records, test results for Pee Pee ee 16.9 22.4 9.9 16.5 19.6 19.8 14.0 23.6 11.0 t Class interruptions: bulletins, an- nouncements, errands, special ee 32.4 31.5 33.8 32.0 32.0 31.3 26.7 25.5 33.9 Daily load of correcting, . grading papers, notebooks, tests, home- a ee 40.6 27.6 16.9 27.8 24.7 29.2 14.0 11.3 10.1 Care and repair of laboratory or shop equipment, tools, materials. ...... 2.3 1.5 1.4 11.9 6.3 18.6 39.6 22.9 Time and effort involved in the per- sonnel record system (permanent record cards, failure notices, report card system, etc.). “> ~ — os 21.1 23.7 17. [ 250] the st situatl in loa for ins inder strated these | ably he ind tit of evid hypoth makes omes sive. Hen room ti with lz conside suitabli Exper A m this stu had fir: the dail and are pass juc load. C taught | and by Moreoy within nentary V. The Consequences of Unduly Heavy Teaching Loads Numerous articles have been written re the relative effectiveness of large and classes and many experimental studies been made to determine their influence on pupil progress and educational achieve nt. Within recent years, several well-con led experiments have indicated that, under me l favorable conditions and with procedures idapted to large-group instruction, pupils make bout the same final scores on subjectmatter ests and show similar growth with respect to hservable personality traits regardless of size of class. Most of these experiments, however, have been carried on for relatively brief periods of time and have been influenced inevitably by the stimulus and interest of an experimental situation. Suitable administrative adjustments n load, in clerical assistance, and in facilities for instruction usually have been made. Even inder favorable conditions, as was demon strated in one of the most comprehensive of these experiments, large classes make notice ably heavier demands upon the nervous energy ind time requirements of teachers.” The mass of evidence from such studies is conflicting. The hypothesis now widely accepted that class size makes little difference in the measurable out comes of instruction remains largely inconclu sive. Hence the opinions of a large group of class room teachers, with respect to their experiences with large and small classes, merit the careful consideration of those who are interested in suitable class-size standards. Experience with Large Classes by the Teachers of This Study A majority of the teachers cooperating in this study, both elementary and secondary, have had firsthand experience with large classes in the daily routine of the regular school situation and are, therefore, in an excellent position to pass judgment upon their influence on teaching load. Classes of 42 pupils or more have been taught by 72 percent of the elementary teachers and by 58 percent of the secondary group. Moreover, classes of 50 pupils or more come within the experience of 30 percent of the ele mentary and 23 percent of the secondary 1See the reviews by (1) Irwin, (2 Smith, Dora V. ‘Problems of Class Size November 1930. and the Effi ) Barbour, and (3) Pert teachers who cooperated. More than 60 percent of this la within the last eight years and nearly half of it within rge-class ience has been expel the past five years. Analysis of the reports showed little diffe: ence in the proportion of teachers in the R and H groups who had taught classes of 42 pupils However, the large cl: of teachers in the H group identified with the present situation or or more. ss Experiet Was more orTtel with a very recent year than was true for teachers in the R group. The difficulties reported with large classes, forth in the paragraphs which follow, represent the firsthand experience of teachers as set with classes of 42 pupils or more. These reports are neither matters of academic speculation as to the probable efttects of large classes nor ex pressions of opinion regarding hypothetical uations. For the teachers here concerned, large an insistent day-l classes are, OT have been, day responsibility Difficulties Experienced with Large Classes Approximately two-thirds of all the teache1 who reported that they had taught large class« the difficulties th Table 22 indicates some of also reported on specinc had encountered. the most common problems thus identifie« shows, also, the relative frequency with which each problem was mentioned by teachers in each of the four grade-level division Inability to become acquainted with pupils and to give the individual help needed was by far the most common of all the problems met tioned. Nevertheless, crowded classrooms and inadequate facilities, an clerical work, discipline problems, and the difh excessive amount of culty of adapting instruction to an unusually wide range in pupil abilities were other prob lems frequently reported. r difh Png , culties in teaching large classes are perhaps the ‘The teachers’ own comments as to thei clearest and best means of explaining those difficulties. In the parentheses at the end of each of the following quotations are Ron numerals or letters showing the grade level o1 TABLE 22.—SOME COMMON PROBLEMS EXPERIENCED IN TEACHING LARGE CLASSES Percent of teachers me ntioning problem*® Inter- Junior Senior Pri- medi- high high mary ate school school Type of difficulty 1 2 3 4 5 Inability to become acquainted with pupils and to give the individual help needed . 54 41 47 48 Crowding of room and inade- quate facilities sufficient to impair the program. 19 16 37 31 Load of papers, clerical work, records, etc..... 10 13 16 24 Problems of management, or- ganization, control, disci- pline ‘ 13 11 20 15 Extent of ability range... .. 15 li 10 6 Presence of problem pupils: re- tarded, poorly prepared, or handicapped : i4 9 7 5 Load of making preparations and plans, and devising teacher-made materials. . . 6 4 12 1 “In this table, percents have been rounded to the nearest whole number. subject field involved together with the number of pupils taught in the large class to which the teacher’s comment refers. Individualized instruction is hampered: It was impossible to give each child the time and attention he needed and had a right to expect. I just couldn’t do justice to each one. (1:47) Too much group instruction had to be used instead of individualized help which my pupils needed so badly. Discipline, so-called, was a greater problem. I was less able to bring each child up to standard, ready for the second grade. It was a terrible strain on nerves! (1:46) I just had to teach subjects, not pupils! (1V: 66) Neither dull nor brilliant children were given proper attention. Moreover, I usually was too ex- hausted to do good work with the small class which followed. (H. S., Soc. St.: 50) I was unable even to begin to know the individ- ual weaknesses, strengths, interests, and achieve- ments of the pupils in this class. (H. S., Eng.: 61) I could do so much more for my pupils, the bright and the dull alike, if I had more opportunity for individual work. What might be done haunts me always. (II: 44) The use of desirable methods and pri hindered: The class was too large for individual so I reverted to formalism—taught, tested (H. S., Math.: 55) In large classes there is a strong tempt load on the “busy work.” (H.S., Soc. St.: 43 There was a tremendous range in abilit class. Presenting work on appropriate lev: problem. When the class was divided, wit! dent teacher in charge of one section, th were magical. Both pupils and teachers prised and gratified at the progress made. (}] < Eng.: 44) Problems of classroom management a fied: Discipline became a major instead of dental problem. (H. S., Soc. St.: 54) I experienced more acute discipline problen ever before which affected all the children. 1 was a spirit of unrest which I was always s sciously “bottling.” (VI:46) To control a large group without friction keeping up interest and enthusiasm, uses up large amount of nervous energy. (H.S., Eng.: 4 Discipline seemed to come before teaching exhausted every night. (I: 47) Pupils make unsatisfactory achievement I accomplished less with this class than any I ever taught. (H. S., Soc. St.: 45) I constantly felt that a poor job was be because individual help was needed which | could not give. (H. S., Math.: 48) Several students failed who could have with individual help which I was unable to ¢ (H. S., Sci.: 47) Only part of this group “arrived,” in spite of t extreme efforts put forth and the constant st: which I experienced. (IV: 54) The physical and nervous strain for teache serious factor: The “wear and tear” on the nervous system { coming into contact with so many children at time was severe. The extra numbers meant 1 papers to correct, more slow-learning pupils need ing help, and increased responsibility all along th line. (III: 45) I did my best with this class but suffered a nervous breakdown from which I have not yet fully re ered. (I: 52) By the end of the week, I would be so exhaust that I could scarcely relax or rest. (V: 50) I was reasonably successful in my teaching | put my whole self into it and was worn out « night. (II: 52) [ 252] on the of the Th ils t get | attitu: Cl meth able effect norm tice, perie: lized highe bases Hi these expe! cultie limit: mend mum advai T: tions, secon opini consi “max consi pupil maxi pupil ratiny is sul for el Sig teach teach nervous strain of trying to hold attention and tandards of work was severe H.S., Math $4 Pupils find it easier lo acquire undestiral Chere was an increased tendency for pupils to shirk, hoping to be missed in such a class. (H.S Mati 46) Pupils fell into blufhng habits, since it was diff to know personally what each pupil could do 1 was doing. (H.S., Eng.: 43 [here was much wasted time and lack of ind on the part of pupils waiting for the individual he if the teacher. (H.S., Art: 48) [his situation favored the tendency for indiv ils to hide behind the group—to do just enough to get by.” Such classes make for irresponsible pupil attitudes. (H. S., Soc. St. : 44) Limitations of Class Size Class size is basic both to costs and to methods of instruction, yet research has been able to give no final answer as to the most effective and desirable size. Present tentative norms, as accepted in common theory and prac tice, have been developed very largely from ex perience and evolution and have been crystal lized and perpetuated by accrediting agencies, higher educational institutions, and the various bases for state financial aid. How do teachers’ judgments check W ith these accepted norms? As a result of all their experiences with large classes, including diff culties such as were described above, what limitations on mend ? What, in their judgment, is the maxi- taught class size do teachers recom mum number of pupils who can be advantageously in one class? Table 23 suggests an answer to these ques- tions, giving the percent of elementary and secondary teachers who reported that, in their opinion, certain specified limitations should be considered respectively as the “reasonable’’ and “maximum” size for classes. The average size considered reasonable was approximately 30 pupils as rated by both groups and the average maximum size was placed at approximately 35 pupils per class. The agreement in the average ratings by elementary and secondary teachers is surprisingly close, being only a trifle higher for elementary classes. Significantly, too, none of the elementary teachers and only 1.6 percent of the high-school teachers rated classes of 42 pupils or more as TABLE 23—LIMITS OF CLASS SIZE REGARDED AS FEASIBLE BY CLASS ROOM TEACHERS Percent of ele Percent of se mentary teachers ondary teachers suggesting each suggesting ¢ Number of p limitation as a imitation per class reason maxi reason max ible mum able I size size Size Size l 2 3 4 0 S 5 1 4 6 35 38-41 r 22 } 45 0 ) } 40 0 ¢ ) () r 1 () i N } “ i 1.551 1.515 i } * Median 31.1 35 ' These < puted, not f ble, | yd I ep n he reasonable in size and only 7.3 percent of the fi elementar\ ind 8.6 percent of the secondary teachers believe that the maximum ze should be 42 pupils or more. Conversely, over 80 per cent of the teachers in both groups would fix something less than 34 pupils per cla the reasonable standard and a little over 70 percent of both groups would hold the maximum dow: to something less than 38 pupils per Some degree of flexibility in the applicatior of the foregoing standards would be accept as ‘lable 24 shows. In other if certain specified adjustments could be to many teachers, words, assured, some would be willing to se increase or perhaps a marked increas« both secondary levels, the adjustment which caused the highest size. At the elementary and percent otf teachers to favor a marked increas« in class size was the provision ot spec ial classes for retarded and problem pupils. Next to thi related attention to ability or homogeneous factor came the form of adjustment increased grouping. Least acceptable of all would be to reduce extracurriculum. assignments as justifi creasing class-size standards. . cation for 11 p those who responded proximately a third of would be willing to see some slight increase made when any of the suggested adjustments have first been assured. [ 253] Perhaps equally significant in Table 24 are the large percents of teachers who favor “no change” in class-size standards regardless of the adjustments suggested. The position of these teachers is reflected in the following com- ments from two of the respondents: If I had all the help mentioned in the list (see Table 24), I still would not want classes over 35. I believe this to be about the point where the law of diminishing returns begins to operate. (H. S., Soc. St.: 45) . Beyond a certain point teachers just fail to pro- vide individual attention for each pupil. Nothing in this list of aids alters the load materially. More than a reasonable number of pupils simply requires more attention than there is available. (V:40) With respect to the urgent need for some reasonable limitations on class size, the remarks of teachers afford once more an interesting commentary on this problem. Wholesome pupil-teacher relationships are vital: With a large group of pupils one does not have time to be “human.” Throughout my experience my best work came decidedly from classes of 20 to 25. Relationships established with pupils in such groups carried over into life, years afterward. Regardless of facilities for assistance, classes with more than 30 are too large, because student-teacher contacts are lessened. I feel that these contacts are the most important thing in teaching. TABLE 24.—PERCENT OF TEACHERS WHO WOULD, AND WOULD NOT, MODIFY SPECI- In elementary classes the fewer the pu; more satisfactory the work of the teacher . She needs time to be instructor, friend, nurse, etc., to the pupils in her classes. Feeling as I do that the pupil-teacher relat is a vital consideration, I believe that clas should be so limited that teachers can give r: able attention to pupils as individuals and velop healthy reactions in each varying pers: Opportunity to know individual differen needs is indispensable: No teacher should have more pupils than | know personally and whose individual proble: can appreciate. A teacher must herself know each child, his nesses and his points of strength. This is a day of individual teaching. Each is an individual problem. I do not believe many teachers can be really eff tive with many more than 25 pupils. Beyond point, the personal element vanishes for a! } pupils; the bright and the slow are the only you remember. How much more we could accomplish if we « really know and understand each pupil! Every of them is different, but so often we must look them only as a group. There is no time in which to become acquaint with and to know each child individually. Al! long we hurry, hurry, hurry, running a racé time—no opportunity to hear the things they want tell you, or to tell them the things they like to | THEIR RECOMMENDATIONS AS TO CLASS-SIZE LIMITATIONS IF FIED ADJUSTMENTS COULD BE ASSURED Elementary Secondary Percent of Percent of Number teachers recommending Number teachers recommending Possible adjustment of ——- a of a - —- cases Nochange Slight Marked cases Nochange Slight Marked in size increase increase in size increase increas¢ 1 2 3 4 5 6 7 8 9 Providing clerical help for the teacher. 1,229 44.1 39.1 16.8 1,674 46.5 38.1 15.4 Special classes for retarded and prob- IID, 064 bcuseae deeds 1,289 16.8 34.8 48.4 1,621 27.4 40.5 32.1 Larger classrooms (adequate to size of class and to type of program)... 1,162 50.0 33.6 16.4 1,576 48.1 33.4 18 Equipment and supplies adequate for GM atesaderevectige lebvs oat 1,175 48.1 32.5 19.4 1,570 50.9 32.5 16 Reducing the number of classes as- SEE. Giraai sie aeusttees canna wadcna 872 42.4 31.0 26.6 1,581 43.5 34.7 21.8 Reducing extracurriculum assign- ia én, 0s Ek 0 «0 hb be kane 875 53.7 31.0 15.3 1,485 56.9 31.7 11 Increased attention to ability or ho- mogeneous grouping. ............ 1,094 26.0 38.6 35.4 1,545 32.0 40.3 2 [ 254] A coopt otter and fessi¢ tere life ; and and M teacl and ice W TAE Ne it have the intimate contact with homeroon that is mecessary to learn their immediate d to help them solve their personal s it is, 1 can act only as a warden, being only g { in my present role. My present pupils are so numerous that to me they are just names in a grade book and numbers 1 chart! Opportunity is needed for individual help and uragement: Each pupil should have time to express himself and to obtain the help he needs. Pupils in larger classes suffer from lack of oppor tunity to participate. The weaker child tends to avoid recitation and suffers from lack of time needed for individual help and encouragement during or after class hours. Effect of Teaching Loads upon Personal and Professional Development According to the reports of! teachers who cooperated in this study, heavy teaching loads often impair the quality of professional service 1 prevent or hamper desirable types of pro an fessional growth. Likewise, heavy loads inte fere with normal participation in community life and deprive the teacher of the reasonable and wholesome enjoyment of social contacts and recreation. More than half of the total number of teachers replying believed that their personal and professional growth and professional ser\ ice were being hindered by their present teach TABLE 25.—UNFAVORABLE EFFECTS PERSONAL AND PROFESSIONAL GROWTH AND UPON THE QUALITY OF PROFESSIONAL SERVICE we te; W: LOI T: Tel g loads sre rated uchers rej is thus 1 with ref ible Z5« activities wh Sel iously restr Ww ho mentiones st! up tage of the m iny excellent educatio1 cals, to have a share in social and group te of aint. ( Jpportun to date with recent trends, to take the commun person are t } I tioned. Secon: effects of pre quently than an analysis « found that the restricting I R groups pome ot respect to tl following I ma time to ke tou to of OF find time t } iar l ty, e } cn t ( s TX al \ sent ) el ther than that in ‘Table 25, it w uel reac hers points ot \ WA vith problem are indicated th nments: re gazines to which ch with maintaltl affairs PRESENT present loads eithe: hal desires most frequently men ices twice as trequ¢ e are tisted and the percent of t hers } ich type of unwhole r e re yr professional study, to keep nd to live the life of i teachers feel the unfa load assignments more ; nentary teachers. \l ao. 3 proups were co! ciou I hn id very little in the I subscribe. Ther ith news reading, or t } of the times: nor tin le relations| ip with the ‘ | mv fellow men TEACHING LOADS ON Neglected aspects of personal and professional growth and service 1 Professional reading: books, pr Agaz \ materials Personal contacts and acquaintance with pupils, persor nfer guidance Enrichment of program, projects, illustrative background Conferences with parents, home visits juaintance wit ent — Professional contacts: conferences, meetings, special gr Professional study: summer school, exter Community participation and contacts wit I Personal health and vitality ; Recreational interests and activities necessary to not l living Personal development, general reading iltural gr enriched and vital teaching “In this table, the percents have been Primary Per« ent mentioning*® Inter Junior ) mediate high schoo hig t 3 + 12 ‘ ) 10 4 ] ) g r { 1 } 11 1 How can I teach others how to live unless I have a chance to live myself? A teacher needs a little time to play in order to present her work in proper spirit. It’s the rest of my life that I am missing. There is too much of being “just a teacher.” I like to teach, but when I go home each night exhausted, | feel resentful and can’t remember my former enthusiasms. There are so many musts in my present day that there is very little time, if any, for the J-should- likes. Overloading deadens professional pride. What’s the use of trying to improve! Life has become just a very trying thing. When one is conscientious and meets 253 pupils in a single day, then attends a long faculty meeting where taking notes is required, one has little strength or inclination for professional activities. Unless a teacher can live as others do she meet the needs of a community? She but be queer! Give us a chance to be human beings walking encyclopedias. I can do little for the community. I’m kept to in the “rut.” My music and social life are almost nil be: am too tired to enjoy them after my long day’s If teachers could devote half the time they spend in unnecessary faculty meetings and co tees to the children who need extra help, or to sort of social enjoyment, they would do bett: and their faces would not look “that way The uninspired weekly grind and the “T} God-for-Friday” attitude are stifling ou: sional ideals and practice. HE PERSON most directly and vitally concerned with the problem of teacher health is the teacher herself. Her health disorders may have serious consequences for others; they do have them for the teacher. II! health for he: often means partial or total loss of income for a certain period of time; it may mean doctors’ bills and other expenditures for treatment and care; it usually involves pain or at least discomfort and annoying inconveniences ; it may necessi- tate withdrawal from teaching. Somewhat less obvious but none the less real are the undermining effects of minor ailments which merely sap the teacher’s vitality and lower her personal efficiency, thus keeping her from attaining the full measure of success of which she is inherently capable. At least one writer holds that personality, intelligence, and social and moral integrity depend to some extent upon one’s level of vitality. Be that as it may, good health is essential to success and enjoyment in teaching. In daily contact with vigorous boys and girls, the successful teacher must be fit to react to their high spirits. Academic qualifications alone are not sufficient. Without that personal magnetism which is born of surplus vitality, the teache: otherwise adequately prepared can scarcely rise above mediocrity.—N. E. A. Department of Classroom Teachers, Fit To Teach, Ninth Yearbook, 1938, p. 11. [ 256 ] VI. a pal you | or al HU p or ™ gestl peen tin. ] deal same In with isolat ‘bre: tigui for | beca' exper 3. do tk their mact 4. of th a pu hers¢ once serv: 5. reall class pect utter keep I sh 6. that ticke VI. Teachers’ Suggestions and Recommendations with Respect to Various Aspects of Teaching Load Che final section of the questionnaire used _ lecting money at least three times a week this study invited teachers to comment upon P . . . . | events. Give s more time esent teaching situations by replying to the recon . distractions following questions: (1) What additional nments or suggestions can you offer regard Outsid ind interruf ing aspects of the teacher-load situation which lites npress you as unduly fatiguing, time-consun 1. Every impaign carried or t] ing, or burdensome? (2) What activities in rought to the schools. The childr ress yOu as ineffective routine, mere “red Contribute to funds. Sometimes a teac! sa ans eae. . to keep the funds straight for three or f drives tape, or responsibilities that are not property 2. Stop exploiting children for money P a part of teacher load? (3) What next steps do schumn' Yrives thus far this vear in 1 vou feel should be taken for better equalization least the following: Associated Charities, Red Cross : : ; os ' ea] Pp or adjustments of teacher load ? Approximately Old Clothes, Lincoln Memorial, P.T.A. Me > \rt Gallery Carfare, Symphonic Con 60 percent of the teachers commented upon on ‘ —_ Shoes rT re ce ct , cP C110 ri or more of these questions. Many ot these sug Sn eae organized groups « , stions merely re-emphasize points that have schools and use them as means for conduct : 7 i? been presented in earlier sections of this bulle for funds among children, or as a eans f tin. Then, of course, many of the comment: — ity for their particular interest. The . oan ; disrupt sch routine and seldom art deal with the same difficulties and suggest the , time and energy put into them same remedies. 6. Wiese ic tm Geek exaieitin In spite of some duplication, however, both by civic organizations with posters, « with previous sections of this report and among “teres, dog kennels, ete., to be done in s - i : ‘ for advertisement for various societies and ¢ Ips the items themselves, a representative sample rare ee : t - 5. We are « ed upon tor innumeral id S of the teachers’ comments and suggestions is at a moment's notice. People who couldn't presented here. a poster in two weeks expect a child to single period. There is also too much borro 1ggregate loads rather than specific items dete materials and too many requests for furnishing mine the degree of pressure: preparing innumerable things g : : : 6. It seems to me that in our schoo 1. Each item of work seems reasonable enough in : : ; ; / feels inspired to give a message and who needs a1 isolation. It is the sum total of teaching factors that : oe audience is given the privilege of speaking ‘breaks the camel’s back. P 2 student bod\ regardless of interrupt 2. It is not so much what one does that is fa tiguing as the realization of the many opportunities Ext — — 3 : Hagler es ‘ xtracurriculum equirements ar for helping individuals which must be neglected ; ae - F ¥ 1Cavy. because of sheer numbers and the many activities her ‘ ; ; expected. 1 The steadily increasing ioad of extrac ( pl , eee vail eee phonon ycagre teachers are honest; eager to Jum activities requires lower pupil-teacher ratios ao ° wes re a T ato 7 I ( ree » ef their best yet administrators continue to increase if we are to have the amount of eparat , their loads, apparently regarding them as pieces of : . . prs Sataing em — which is necessary to efficient teaching machinery that can’t wear out. , ' ec ‘ 2. We need better planning and o1 4. The teacher is expected to do a greater variety aanceeenel tiviti rl . . ° P » € racurr©ri 1! activities, nose ot of things than any other person who is considered pee es value should be given more attention and place a public servant. She should have enough time to : : ; moat ce » on the regular schedule to avoid interfer herself so that she can be just a “private citizen . mye : , oe 1s 0 ruption, and conflict. They deserve a bette it once in a while, instead of being always a “public servant.” in the program of education or else the . . ° ° “a . xtensively restricte 5. Sometimes it is difficult to determine what I ect 563 el . cted , really am employed for—to be present with my 3. Compe mhikteaens allowances should serine Sees ies ee be ie tes themseed end ene dates ox extracurriculum and special subject requirements pected of me in addition to my class work. It is As it is, some of us spend hours out of utterly impossible under present loads for me to Such work, become ill from it, and tl keep up in my subject and do for my pupils what for the time out. I should do. 4. Every year, weeks and weeks are spent o1 6. It is not teaching, but a thousand other things operetta. Usually it is a success financially t teac! that wear one out—selling annuals and activity ers and pupils are exhausted. Pupils lose interest in tickets, homeroom contests, banking campaigns, col. regular work. I’d like to see these finished prod [ 257 ] tions done away with and children given an oppor- tunity to do their required work. 5. There should be fewer programs and special displays for publicity purposes at the expense of classroom work—less exploitation of children for the sake of “show.” 6. Administrators often fail to realize how much time and work are required to make anything a success. They only judge the finished product. Hasty curriculum experimentation and modi- fication results in unnecessarily heavy additional burdens: 1. To teach a reasonably full day and then be bothered with the muddled business of course-of- study making without anyone knowing just what the object is represents meaningless pedagogy to me. Let’s stop beating around the mulberry bush and return to some basic and fundamental facts in ad- ministration, i.e., (1) experiment on one thing at a time, (2) have definite plans and procedures, and (3) establish reasonable standards of attainment. 2. There is so much experimental work going on that I feel we are developing ideas rather than pupils. Our principal is working for his doctor’s degree and we are often asked to make reports and to evaluate work done on projects related to this purpose. 3. Let’s not be forever feverishly jumping from one thing to another. Let’s learn to take up a task and finish it without always expecting to be con- stantly entertained. Let’s stop the high-pressure overstimulating of immature children. 4. In our system the activity program has become the whole show. If teachers and pupils have any time left after activities are taken care of, then they “have school.” 5. Too much curriculum tinkering is expected from classroom teachers. I have no special training for it and am constantly irritated by my own in- adequacy. 6. There is too much experimenting with new curriculums—too much groping around and trying out something new each year. 7. Much of our trouble is that too many of the people who try to help us are too idealistic and seem not to have the practical experience to realize that ideals are good to talk about but do not always work out in practice. We need definite goals and definite understandings of purpose to maintain a practical going program. 8. The strain on teachers would be much less if pupils knew that school was a place for conscientious work. “No-failure” policies are filling our classes with irresponsible pupils. 9. The time spent trying to help slower children, especially those who come to us completely unpre- pared for the grade, is unduly fatiguing. 10. With existing no-failure programs, some pro- vision must be made to help the teacher take care of pupils who are promoted when they are far from ready for it. There is danger of children becoming greatly depressed and discouraged when they auto- matically pass each year and are not ready for the grade ahead. Total time requirements are often exc: 1. Teachers have no business working night on schoolwork after a continuous da in the schoolroom. They can’t possibly do j their work and their children. 2. If we had an agreement as to what c a fair load, and if work required in additio: was paid for at overtime rates, boards of « would soon see that it is better business more teachers than to overwork the ones th 3. The hardest part of teaching is lack of tunity for relaxation. Because of the need f; stant alertness, one becomes greatly fatigy tally. 4. Principals do not seem to realize what a1 load is. A teacher may carry six periods a there seems to be no hesitation at requesting and more. A little study of time require: would help. 5. To spend an entire day from 8:30 t including lunch hour, with a room full of children will soon tire the most enthusiast successful teacher. A 30-minute rest period special teachers to take over, would help imme: 6. A teacher needs a little time each day wh« can sit down alone and concentrate on her chi and her work. After all, what good is a teacher has been nervous and high strung, busy all day confusion? Her mental health needs protectio: her own sake as well as for the sake of the chil 7. Why must a school run continuously |i machine? Why can’t there be at least five mi: of relaxation between classes? It would be go the health of both student and teacher. | Equalization of teaching loads is not given ficient attention: 1. There is too much tendency to overload capable and let vociferous objectors escape. 2. Let’s have more fairness in assigning extra curriculum activities. Some teachers are definite overloaded while others that are more highly | are not asked to carry activities. 3. If we were organized to take turns at ext: curriculum responsibilities, we wouldn’t talk so m about load, but some folks never take their turn 4. There is too much tendency to assign ext: work to the teacher who can do it well without regard to work already assigned. 5. There is always a feeling of dissatisfaction in a system regarding teacher load if a few teachers do the extra work and others at the same salar) do none of it. 6. To equalize load fairly, administrators need to study teacher activities as well as subjects. Pe: haps there is nothing so fatiguing as a study gro meeting at the close of a full day. Administrative organization and procedures fr quently involve useless routine: 1. There are too many committee meetings which nothing is accomplished; too many reports prepared that are never read. 2. Too many faculty meetings are spent in liste: [ 258 ] show in thi , 2 large extra tistic resul 10. shoul teach Aa favo: he bear , beinj an i load. 3. will ing | frier musi 4, on s prin be d 5. to W so mad 6. mini and dict: 7 and ngs already known and taking time from 9. The only hat ip in this school is must be done. the principal talks all the time in tea yrts! Reports! Reports which are ne t appoints cor S t ignores the ept to make more reports to be filed away constantly fi 5 ¢ wn ideas t use are they to teachers or to pupils pupils alike Committees, which meet, discuss, write reports suggestions, and then find that they are wasteful of time and disheartening to 1. Consult te hers who ire ! t } — j ta } to lighten ti . , . ieavy oads iow to lignten t For experience 1 teachers to be require 1 to hand . : : ‘ this type in ear system would help sson plans for each week’s work, year after : , : , risa , 2. More careful planning on the part seems neither necessary nor useful. : egrets see's istrators is needed to avoid over Making out report cards with 69 items for ¢ <= . 3 equal oads. Nothin Ips a teacher n pils, each six weeks, is a real task. ; . , ing a heavy vad cheerfully than know Making out 794 grade cards every six weeks is righ ‘ - . . : . . . being treated fairly and that her hone fatiguing. Clerical help would lighten this load 5 * appreciated A recent count of our standard report forms PE , : : . a 3. Give consideration to teacher showed that over 100 different forms are being used 7 : Seige : committee of teachers in each building. | in this system. ‘ — : loads may shared more equally and st ( f 9, If I could only have time to teach! It isn’t the ; 4: . , to the requirements of the school situatior icl large classes that I dislike so much as it is all this must be met extra red tape of useless reports, records, and sta- ‘ 2 : me . . ‘ 4. School administrators need to study t tistical data that amount to so little in terms of Saipe . teristics of their individual teachers n 101 results. a ; ; 2 . . to discover how best to utilize their s \t 10. Teachers do far too much clerical work which ‘ ' “1 . present there seems to be a piling uy] tr duties should be done by clerical help at cheaper pay, with ' ; » se : - those with willingness and initiative teachers free to do their real work. * 5. Administrators do not consider adeq tl Administrative relationships are sometimes un the enrolment and the total demands t favorable to staff morale: made on a teacher. a , p 6. I really do not think teacher load is t 1. The worst burden in our school is the over ; tor me, but there are numerous minor ad t nts bearing, dictatorial attitude of the principal. ar ay aa a Gesell Reecalih tek sock ° . V cn, acte upo > ould benen 1iot on teact S 2. A little emphasis on the teacher as a human but also pupils. That is important being rather than an efficiency machine would be . , . ° » f The more Wwe can do, the more is . oned an important step toward adjustment in teacher 1 ol 1 , ; : ; Each school should take an inventory similar to this load. It often seems the human side is forgotten. man 3. Where is democracy among educators? When ; will it be possible to become a teacher without ceas The pul must understand the importa? f ing to be a person? How pitiful to see one’s young friends shrivel under the kind of treatment they reasonable teaching loads must endure! 1. Educate the public to the fact that re 4. Give teachers a chance to express their views ing requires a small number of pupils pe on subjects as they come up, instead of having the Improvement is hard to get so long as th principal dominate and dictate everything that is to stantly told that we have “school systems as fine as be done. any in the state.’ 5. If we only had a more understanding principal 2. There must be more education of the 1s to whom we could take our difficulties, it would help to what goes on within school walls. Ir so much. I never think of doing this because we are as to the duties of the teacher. Emphasize fact made to feel so inferior and so much at fault. that it is not a question of teachers asking f 6. We need a philosophy controlling school ad- pay or an easier time, but for suitable opportunities ministration which is developed jointly by teachers for children. and administrators, not handed down in the usual 3. If we can convince our perfectly sincere t dictatorial style. mistaken public that schools cannot be run on fac 7. Give us more consultation between teachers tory methods, that each child is a rea nd and executives in the assignment of loads. much alive unit, and that the teacher i: ge is 8. We have our staff meetings where the admin a human being and can do only so mu istrator tries to appear democratic by submitting his more for each child, we may be able plans to teachers to be talked over, but every teacher suitable loads. Let taxpayers know tl present knows full well that it is unwise to speak fake economy of overcrowded classroo against the plan. Yet much time is taken up in loaded teachers, and that they are paying for ed explanation and with this sham discussion, A bul- cational opportunities which do not exist when thes« letin order would be much more to the point. conditions prevail. [ 259 ] VII. Summary and Conclusions The changing role assigned to teachers, in an evolving school program, calls for correspond- ing changes in the teaching environment and for new interpretations in school organization and administration. Instructors in the modern school must be teachers of children rather than of subjects, and their classes must be projects in personality growth and development using subjectmatter primarily as a means to that end. The successful teacher must become, in turn, a diagnostician, practitioner, and counselor. He is expected to adapt instructional materials and procedures not only to the individual interests and needs of his pupils, but also to the needs of the community and the problems and trends inherent in the current social scene. Hence, due regard for the quality of pupil- teacher relationships, as well as for economy in school operation, imposes on administrators and teachers alike the responsibility of promoting in every possible way the most favorable teaching situation. Each expansion of school contacts, each broadening of objectives, each assumption of new teaching obligations, implies additional services for every pupil, demands increased awareness and alertness on the part of success- ful teachers, and adds to the total weight of teaching loads. Unless these burdens are ade- quately recognized, and suitable compensations for them provided, teachers either must neglect important duties or undertake unreasonable tasks. The present study has provided a channel thru which teachers could participate in a study of teaching-load problems, giving them the op- portunity to express freely their attitudes and opinions with reference to their present teach- ing situations. Altho this project is subject to the limitations inherent in any survey of opin- ion, and altho it has not been possible to rule out the effect of differences among teachers in their capacity and enthusiasm for work, the teachers’ reports have called attention to many factors which should receive further local study looking to the better adjustment and equaliza- tion of teaching loads. Among the significant tendencies and implications which grow out of this study of group opinion, the following seem to merit particular attention: 1. Teaching load pressures arise from a large number of sources among which no single fac- tor is consistently troublesome. In the p study not more than a third of the 370 operating teachers identified any one fact teaching load as a major source of unduly |} or extreme pressure. 2. Judgments differ widely as to the re! weight of each of the 44 specific load fact considered in this study, suggesting that teaching situation imposes a more or less tinctive “‘pressure pattern.” In other w: load factors that are particularly troubl. in one situation may be trivial factors i other, which means that only thru the stud local situations can the relative weight of | factors be accurately and adequately mined. 3. Each of the 44 load factors considered the present inquiry is sometimes responsible f. unduly heavy or extreme pressure, bein, rated by about 10 to 20 percent of the teache who cooperated in this study. 4. Altho no single item among the 44 listed was designated as the source of excessive load pressure by a majority of the teachers reporting the cumulative effect of various combination of these factors was such that 44 percent of th group rated their present total teaching loads as unduly heavy or extreme. 5. Heavy load pressures tend to cent around a few specific factors but are not con- fined to any one aspect of the teaching process That is, the ten most commonly mention: factors involved the general areas of (1) cla size and pupil load, (2) plant facilities, (3) teaching methods, and (4) administrative pr cedures. 6. Among the six load factors identified 20 percent or more of the elementary teachers and the six similarly designated by 20 percent or more of the high-school teachers, three items were common to both lists: (1) class interrup- tions: bulletins, announcements, errands, spe- cial events; (2) adapting promotion standards to meet a “no-failure” ideal; and (3) total number of pupils assigned. 7. The formulas most commonly used to measure teaching load fail to take into account many of the factors which teachers stress as sources of excessive pressure. For example, class size and total pupil load were among the oft- reported factors mentioned above, but so also were such intangible and as yet unmeasured y 7 [ 260] ispec t factor: Q tor DO the re] ng te teach pupils quent lasses help f ordg *Ssel mat ind nervo 9. ; mend sonab max vility woul depen specif perce these stroy' tion | ince time limit vital phasi is “adapting to a no-failure program’ meeting individual differences in pupil interest, and need.” For some teachers these intangible aspects of -he teaching process are more burdensome than surable load factors. Thus, one-fourth of elementary teachers who reported excessive tal loads had classes smaller than 35 pupils. milarly, one-fourth of the high-school teach with excessive teaching burdens had total supil loads of fewer than sely, some teachers whose classes and pupil ds were in excess of 42 and 175 pupils, re pectively, reported that their total teaching ads were reasonable. Hence, in many teach 150 pupils. Con ng situations, the intangible and unmeasurable ispects of teaching would seem to be the critical factors in determining actual teaching loads. 8. The unfortunate results of large classes both teachers and pupils are emphasized in he reports of nearly two-thirds of the cooperat ng teachers—a majority of whom either were teaching, or had recently taught, classes of 42 pupils or more. Especially significant is the fre juent testimony of these teachers that large } lasses (1) prevent adequate interest in, and help for, the individual pupil, (2) hinder the ordgil pupil-teacher relationships which are ial for effective guidance, and (3) add to the number of jobs to be done lly to the amount of energy and nervous tension required in teaching. 9. The average number of pupils recom mended in this study as the standard for “‘rea sonable” class size is about 30 pupils; for the maximum” class size, about 35. Some flexi vility in the application of these standards would be acceptable to a majority of the group, depending on the presence or absence of certain specific compensating factors. A substantial percent of the teachers, however, reported that these standards should not be exceeded if any or all the suggested helps were provided, lest the desirable pupil-teacher relationship be de stroyed. The futility of urging greater atten tion to individual differences and to the guid- ince aspects of teaching, without at the same time keeping class size within the reasonable limits imposed by ordinary human energy and vitality, was specifically and repeatedly em phasized in the teachers’ comments. 1 National Education Association and Structure and Administration of Educa American Association of School tion in American Democracy. Washington, D. C 10. Approximately halt ot the teache this study reported that their own development was being retarded and that the quality of their work in school and in the community was being lowered by present teaching load. Among teachers who rated their total teaching loads as excessive, three fourths ot the group report d these unfortunate results. Lack oft time and energy to ke p up-to date professionally, to | ticipate as a normal person in community and to enjoy the ordinary recreational and cul tural activities which enter into balanced and wholesome living characterize the opinions submitted. 11. The ipproach to improvement np t teaching-load situations most often re : ‘ ‘ : mended by the teachers in this study ocal studies and analyses of load pressures + in general characte I ind approacn to the Inherent in ent study. this suggestion the desire frequently mentioned for the ext of the principles of democracy in matte ot school organization and administration. In th opinion ot these teachers, the oppo to discuss load problems freely in facult rou participation by teachers in the analysis of load problems, and the development of adn istrative policies thru cooperative procedures rather than by executive mandate are the steps toward the improvement and equalization of teaching loads. The commended Policies Commission has approach to Educational this administrative problems, saying: It is sound procedure to provide for the active participation of teachers in the development of ad ministrative policy. This procedure promotes efhciency thru individual understanding of policies and thru the acceptance of joint responsi tv for carrying them into effect 12. Solution of the teaching load problem will be achieved with difficulty until the general public is made aware of the existence and con sequences of excessive teaching loads. To create this awareness is, according to the teachers of this study, the joint obligation of administra tors and teachers, working both individually and thru their professional organizations Altho the present study was undertaken as a means of directing attention to factors of teach ing load that are in need of adjustment, the general situation revealed by the teachers’ re Administrators, Educational Policies Co ‘ Phe the Association, 19 [ 261] ports must be recognized as decidedly whole- some. In spite of certain aspects of present teaching situations which teachers regard as detrimental to effective professional service, the large majority of teachers who cooperated with this project find real enjoyment and satisfaction in their present work and assignments and in their personal relationships with administra- tors, supervisors, and fellow teachers. Looking beyond this generally favorable situation, however, to the specific sources of undue load pressures reported, this expression of group opinion represents a challenge to those responsible for the economical and effective administration of teaching service. Likewise, it carries many constructive suggestions for the improvement of present teaching situations, suggestions which should be helpful to all those who are interested in the maximum of tional service for children and for s The problem of teaching load cuts both financial administration and perso: ministration. Adequate school funds a: tial if class size and pupil loads are to within reasonable limits. The fund problem further exists of creating and taining wholesome personal relationshi of making suitable personnel adjustm: the total teaching situation. Consequent most promising avenue to a satisfacto: tion of such teaching load problems improvement in the distribution of t assignments would seem to be that of analysis of load problems followed by thy mulation of policies and standards thru fri: staff discussion in the typical democratic ANY OF THE problems of classification of pupils can be solved by re- ducing the size of class. In school systems in which children are grouped in classes of from twenty to twenty-five, teachers are able to make most of the adjustments required by variations in the abilities and experiences of their pupils. Certain special handicaps can be overcome only when children are taught in very small groups, say five or six children to the group. Remedial work in reading is a good example of this need for the organization of a small group. The elementary-school population .in the United States is decreasing. A very real gain would be made if, with this decrease in the number of children at- tending school, the number of teachers were maintained at the present level or were increased. There can be little hope of highly successful experience for children who work in large classes. The practice in the better school systems would suggest an upper limit of from thirty to thirty-five pupils ——N. E. A. Educational Policies Commission, The Structure and Administration of Educa- tion in American Democracy, 1938, p. 9-10. [ 262 ] rABLE A—PERCENT OF TEACHERS WHO RATED EACH FACTOR OF TEACH ING LOAD AS LIGHT, REASONABLE, UNDULY HEAVY, AND EXTREME APPENDIX I Load factors " } j lel er lif 1 — ’ umber [ ‘ pupil ressure due inadequ ' , cli rcrowding ( I I ib ] t t + 1 wT | ru ! sup] und Texts and supplementary refer- es e. School environment (1 es | terruptions from street, pl — ground, neighborhood, et 1 pressures due to requirement nstructional planning and class parations Planning, organizing, and study- ing for daily class work Providing supplementary refer ence, illustrative, activity 1 terials Planning and supervis ment opportunities visits, et Providing for special needs racial or uncerprivileged groups 4. Load pressures due to changing nphases in classroom methods ind procedures Adapting class work to the “pupil activity’’ type of program Adapting class program to in dividual differences in ability, interest, need Adapting promotion standards to meet a ‘“‘no-failure’’ ideal without neglecting ‘‘ininimum essentials’’ expected by the school or without endangering future school adjustment and progress of pupils Maintaining newer types of diagnostic and growth records of pupil behavior, character traits, and personality adjust ments e. Applying new experimental cur riculum plans to the classroom 5. Load pressures due to administra- tive, supervisory, lerical re- onsibilities Service on councils and com- 7 mittees Individual conferences’ with principal, supervisors staff specialists Requirements of administrative or supervisory reports Routine involved in securing texts and supplies—requisition and accounting system Clerical activities mimeo- graphing class materials, work sheets, transcribing records, test results for central files, etc Percent of elementary teachers rating items Percent of secondary teacher iting Reason- Unduly Ex Reason- Und } Light able heavy treme Tota Light ble heavy tre I 2 3 i 6 7 8 ? ; 10 { ) ] x } 5 ) 4 8.1 ) cian 1 ) 5 5 5 1 ( 56.1 Q " 1 i 1.8 0.4 18 .¢ { } { 8 P ‘ ) @ ¢ 13 34 ) 15 44.4 1 4 1 15 4¢ 1 4 } P : ‘ « ‘ ' i 3 { ( 57.9 15.3 1.0 g 11 58 4 10.0 g 50.3 { 1.¢ 1 10 os = Ps 7 9 4? 8 3 0 3 1 6.8 10.8 415.0 16.4 8.4 $4.2 1 ) 5.3 ¢ 8 1 33.4 18 ¢ { 6 39 4 10 » 1 64 .¢ 2s 41.9 0 12.9 37.1 10 > 2? ¢ 8 8 34.4 * 21.8 41.0 t 1.0 | 2.2 4 31.0 44.6 3 8 0.2 ( 0 2a ¢ . 0 22.4 43.3 8.5 0 ‘ 2 ¢ 12.5 g 6.8 4 5 5.9 Row 42.6 6.6 TABLE A.—PERCENT OF TEACHERS WHO RATED EACH FACTOR OF TEA ¢ ING LOAD AS LIGHT, REASONABLE, UNDULY HEAVY, AND EXTREME (C > ad Load factors f. Class interruptions: bulletins, announcements, errands, special events a : cave g. Supervision of pupils and build- ing: corridors, playground, as- semblies, lunchroom, detention, public performances and events h. Daily load of correcting, grading papers, notebooks, tests, home- work, etc ; i, ‘ i. Care and repair of laboratory or shop equipment, tools, materials j. Classroom care—cleaning, dust- ing, heating, lighting, decorat- ing, repairing ‘ ; ; Load pressures due to requirements of extracurriculum responsibilities Sponsoring special interest groups and activities (debate, school paper, school shows, home projects, departmental clubs, etc.).. TER eee b. Supervising student government organizations and general school activities (elections, meetings, tickets, attendance at dances, parties, athletic events, etc.) c. Assisting with community stu- dent groups (Boy Scouts, Camp Fire, Y¥. M. C. A., ¥. W. C.A., etc opeoeeeoees eee . . . . Load due to guidance and pupil- adjustment responsibilities a. Requirements of homeroom ac tivities and responsibilities b. Counseling responsibilities— conferences with individual pupils, advisers, nurse, special- ists; case studies, home visita- tion, etc paca wn Time and effort involved in the personnel record system (per- manent record cards, failure notices, report card system, etc.) d. Time and effort involved in caring for disciplinary and handicapped children in the regular classes... etna Seas ‘ e. Remedial and coaching require- ments of poorly prepared, tran- sient, and irregular attendance a OE a PES Load due to required or expected community relationships a. Participation in parent-teacher i 08% 66 He die es ee . b. Participation in civic, social service, religious activities (luncheon clubs, Sunday School, Scouts, Camp Fire, etc.).... c. Cooperation and assistance in drives, fund-raising campaigns. d. Participation in essay contests, exhibits, special events, projects sponsored by organizations and community groups............ . Load due to professional improve- ment requirements a. Staff meetings and study groups. b. Summer school requirements, institutes, conventions, exten- sion courses......... Me ean ake ec. Curriculum revision programs Percent of elementary teachers rating items Light 21 30 16 19. 24 13. 17. 2 om Reason- Unduly able 50 50 50 38 50 30 36 9 0 ~— heavy treme tN N nu NR “4 mS oO Ex- Total 6 84 84 81 44 70 46 56 76 2 7 9 Percent of secondary teachers rating Reason- Unduly Ex- Light able heavy treme 7 8 9 10 15.5 39 6 24.0 22.8 45.0 10.4 1.¢ 7.4 52.5 2.1 4.1 19.0 27.7 5.9 1.3 35.2 21.7 3.9 0 20.6 37.2 9.4 2.8 23.3 35.1 8.5 1.5 26.5 17.3 2.7 0.4 15.6 45.4 12.1 2.0 22.2 40.3 Ry 1.4 11.2 49.9 16.8 3.1 23.7 38.7 9.8 . 2 a4 3 38.2 9.9 th 28.9 37.1 4.2 0.3 27.6 31.2 4.5 0.7 ( 23.2 36.6 7.9 1.3 6% 27.2 29.8 4.1 0.5 23.0 44.4 3.4 0.3 7 16.6 51.5 6.3 0.9 7 19.7 38.0 6.0 Kee 64 [ 264 ] Researcl 11 wil 1 retu on, At wh Howr total 1 What In wh In wh 10,006 Eleme \What econ a. WI b. WI c. Ho WI d. H« e. He 4 COPY OF QUESTIONNAIRE SENT TO TEACHERS National Education Association of the United States 1201 Sixteenth Street, Northwest, Washington, D. C. Research Division November 1938 TEACHER LOAD SURVEY [his questionnaire has been prepared for classroom teachers in public elementary and secondary schools. f the questions have to do with assignments for the first semester of 1938-39. Other general items have with opinions and suggestions based on past experience. Please answer as many questions as you can nd return the blank at your earliest convenience directly to the National Education Association, Research ) vision, 1201 Sixteenth Street, Northwest, Washington, D. C I. General Information \t what school level are you assigned: elementary ; junior high ; senior high How many years of teaching experience have you had: in present schoo! : in present school system total years’ experience ? What is the pupil enrolment in your present school In which state is your school located In which city-size group is your community: (Check one) over 100,000 population - 30,000-100,000 10,000—30,000_ - ; 2,500-10,000 ; less than 2,500 Elementary-school teachers only: What is the enrolment of your present class \Vhat is the grade level of your present class Secondary or departmentalized teachers please answer: a. What is your major department (e. g., English, mathematics, et b. What is the typical number of minutes in a class period for your school c. How many teaching periods per week are you assigned ? What is the total enrolment in these classes How many special periods per week are you assigned (e. g., library, study, activity period, assembly, et e. How many homeroom periods per week are you assigned What is the average enrolment ; length of period ! teachers please answer: a. Approximately how many out-of-school hours are required by extracurriculum activities per week Approximately how many hours per week of out-of-school time do you give to pupil activities which you have voluntarily assumed (e. g., hobby clubs, Boy Scouts, Camp Fire, Sunday School, Y. M. C. A., etc.) During a typical week, how many out-of-school hours are required for the following activities? (1) Administrative, supervisory, departmental meetings and conferences hours (2) Curriculum or other committee service hours (3) Records, reports, tests, papers, notebocks, et: hours (4) Conferences with parents, home visits, etc hours (5) Interviews with pupils, advising, coaching, et« hours (6) Other special types (write in) hours II. General Estimate of Your Present Teaching Load By teaching load are meant all the various types of classroom, extraclassroom, and community respor or activities which have been assigned or which you feel are definitely expected as a part of your respon Evaluation of the various factors of teaching load should represent your own personal experience o1 regarding load pressures and conditions, and should be based upon the average rather than upon any te peak load you may be carrying. Names, locations, and identification data have been omitted in order to permit frankness and fre expression without possibility of embarrassment to any individual or school system. 1. What is your opinion of your present teaching load? (Circle one.) Light Reasonable Heavy Extreme 2. Do you think the time and job requirements made upon your friends in other occupations are greate: than those made upon you? (Circle one.) Less About the same More 3. What is your personal feeling regarding the trend in personnel relationships in your present school situa; (Check the item which best describes your feeling as to the direction of the trend.) a. Teacher relationships show a tendency toward: (Check ee Cooperation, team-work, encouragement 1 or 2) RES: Criticism, fault-finding, cliques b. Relationships of administrators show a tendency toward: (Check (1)........Arbitrary, undemocratic, regimented control 1 or 2) ee Appreciative consideration, democratic teacher participation in planning control c. Relationships of supervisors show a tendency to be: (Check Seer Cooperative, advisory, encouraging 1 or 2) | Critical, insistent, prescriptive d. Pupil morale tends to be: (Check SS: Cooperative, appreciative, responsive 1 or 2) Irresponsible, difficult to control Comment. - - . How would you estimate your general health condition at the present time? (Circle one.) Below average Average Above average Excellent . What is your general attitude toward your present teaching assignment: a. Do you enjoy your teaching? (Circle one.) Not especially Fairly well Very much Yes No b. Are you assigned to: subjects of your choice?........................ rel. ) Pecsc. ) Se ae ) ae ) pupils of a type you can enjoy?................ icc ) Cas ) extracurriculum activities you enjoy?.......... as ) a ) ES ae a [ 266 ] Pleast epresente Load p' 1, Size o Total Numt 1. Total e. Type 2, Load fF s. 5 lassi Class: Instri Texts Schoc neigh 3. Load I and cl a. Plans b. Provi Plans etc 1, Prov t. Load I and pr a. Adag b. Adar c. Adag negle enda d. Mair havi e. Appl Ili. Evaluation of Specific Factors of Teaching Load In your present teaching situation, whicl: items stand out as points of pr ure, or represent condit wl should receive special attention because of the unusual amounts of time, energy, or attention they req ) In general, items should be checked as follows 1) Those which do not apply in your situation should be left blank 2) Items should be checked as “‘light”’ if you feel they represent only a minor factor in your presé requirements. All other items should be checked as “reasonable” unless you are definitely aware of undue pre from that source, in which case they should be checked as ‘‘unduly heavy" or “extreme pre according to your feeling regarding the situation. Please give your rating for the entire area represented by the numbered headings as well as { represented by the lettered items included under the headings. I iohe Reason Unduly ’ able heavy |, Load pressures due to number and type of classes and pupils. Size of individual classes } Total number of classes assigned Number of different subjects assigned Total number of pupils assigned Type of pupil assigned Load pressures due to inadequacy of school facilities a. Classroom capacity; degree of overcrowding Classroom or laboratory equipment Instructional supplies and materials Texts and supplementary references e. School environment (noises and interruptions from street, playground, neighborhood, etc.) 3. Load pressures due to requirements of instructional planning and class preparations a. Planning, organizing, and studying for daily class work b. Providing supplementary reference, illustrative, activity materials Planning and supervising enrichment opportunities—excursions, visits etc 1. Providing for special needs of racial or underprivileged groups :, Load pressures due to changing emphases in classroom methods and procedures ; a. Adapting class work to the ‘pupil activity"’ type of program b. Adapting class program to individual differences in ability, interest, need c. Adapting promotion standards to meet a ‘‘no failure’’ ideal without neglecting ‘‘minimum essentials’’ expected by the school or without endangering future school adjustment and progress of pupils d. Maintaining newer types of diagnostic and growth records of pupil be- havior, character traits, and personality adjustments va e. Applying new experimental curriculum plans to the classroom tet ito x28 Reason- | Unduly able heavy 5. Load pressures due to administrative, supervisory, clerical responsibilities a. Service on councils and committees. . . . b. Individual conferences with principal, supervisors, staff specialists. . . Requirements of administrative or supervisory reports . Routine involved in securing texts and supplies—requisition and account- ing system . Clerical activities—mimeographing class materials, work sheets, tran- scribing records, test results for central files, etc.. Class interruptions: bulletins, announcements, errands, special events. . Supervision of pupils and building: corridors, playground, assemblies, lunchroom, detention, public performances and events.......... . Daily load of correcting, grading papers, notebooks, tests, homework, etc. . i. Care and repair of laboratory or shop equipment, tools, materials j. Classroom care—cleaning, dusting, heating, lighting, decorating, repairing. . Load pressures due to requirements of extracurriculum re- sponsibilities . . .. a. Sponsoring special interest groups and activities (debate, school paper, school shows, home projects, departmental clubs, etc.)............... . Supervising student government organizations and general school ac- tivities (elections, meetings, tickets, attendance at dances, parties, athletic events, etc.)......... . Assisting with community student groups (Boy Scouts, Camp Fire, ViEECA., VAR, GB). 65 ccc . Load due to guidance and pupil-adjustment responsibilities. . . . . Requirements of homeroom activities and responsibilities. Com! . Counseling responsibilities—conferences with individual pupils, advisers, nurse, specialists. Case studies, home visitation, etc . Time and effort involved in the personnel record system (permanent record cards, failure notices, report card system, etc.).. ny . Time and effort involved in caring for disciplinary and handicapped children in the regular classes . Remedial and coaching requirements of poorly prepared, transient and irregular attendance pupils Load due to required or expected community relationships. . . . . Participation in parent-teacher activities . Participation in civic, social service, religious activities (luncheon clubs, Sunday School, scouts, Camp Fire, Y, etc.)........ccccccesscccccccess . Cooperation and assistance in drives, fund-raising campaigns . Participation in essay contests, exhibits, special events, projects sponsored by organizations and community groups Load due to professional improvement requirements a. Staff meetings and study groups.......... b. Summer school requirements, institutes, conventions, extension courses... c. Curriculum revision programs........ IV. Load Pressures Due to Class Size the largest regular class you have ever taught r subject- .-. -- ; Enrolment necific difficulties or undue teaching load pressures, if : What do you regard as the ‘‘reasonable” and ‘‘maximum” size of class you could handle for your ubject under present teaching conditions? Grade or subject- ; Reasonable class size ; Maximum class size If the following adjustments were made, what effect would each have upon the estimate of ma lass given in Question 3 above? (Check column that applies.) Vo change Slight im $size increase a. Providing clerical help for the teacher b. Special classes for retarded and problem pupils Larger classrooms (adequate to size of class and to type of program) d. Equipment and supplies adequate for the class e. Reducing the number of classes assigned f. Reducing extracurriculum assignments g. Increased attention to ability or homogeneous grouping Comment V. Effect of Present Load upon Professional Service |. What professional activities and duties do you feel are being neglected because of your present teaching VI. Suggestions and Recommendations 1. What additional comments or suggestions can you offer regarding aspects of the teacher load situa: impress you as unduly fatiguing, time-consuming, or burdensome? 2. What activities impress you as ineffective routine, mere ‘‘red tape,”’ or responsibilities that are nm a part of teacher load? 3. What next steps do you feel should be taken for better equalization or adjustments of teacher load RETURN THIS BLANK TO: Research Division National Education Association of the United States 1201 Sixteenth Street, Northwest Washington, D. C. [ 270] Research Bulletin OF THE National Education Association INDEX TO VOLUME XVII 1939 RESEARCH DIVISION NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street, Northwest, Washington, D. C 1939 INDEX TO VOLUME XVII Agencies promoting international cooperation. standing points and their significance, 41-4 See International relations. fessional status, 40, 41-42; summarized Alcoholic beverage taxes: state legislation, 1934- transportation facilities, 40-41, 43-44. 39, 107, 123-27; states with, 1934 and 1939, 104- Eells, Kenneth W.: referred to, 227. 105; total yield, in certain states, contributing Elsbree, Willard S.: quoted, 24, 74. directly to state school support, 1937-38, 127. Expenditures of rural teachers: compa: See also Tax legislation affecting schools. single women and married men in certai: Alves, Henry F.: referred to, 5, 52. arrangements, 15-18; comparison of tea Assignments of teachers. See Teaching load. different income levels, 20-21; compari teachers in different types of school, 19-2 Barbour, Richmond: referred to, 227. parison of teachers with different amounts Bennett, G. Vernon: referred to, 225. perience, 22; comparison of teachers with Blose, David T.: referred to, 5, 52. ent numbers of dependents, 21-22; for \ > r08eS -24: ajo ses of inc . Carter, Goodrich, and others: referred to, 49. Oe eee po cong Poot romped Cavins, L. V.: referred to, 4. purposes by individual teachers, 22-24. §, Chain-store taxes: affecting school support, 1933- Income of rural teachers: Salaries of 38, 106; as related to state school support, 1929-38, teachers. 133; described briefly, 101; mumber of states Extracurriculum activities of teachers: levying, 1933-38, 106; state legislation, 1934-38, devoted to, 230-31. See also Comments of tea 107, 133-35; states with, 1934 and 1939, 104-105; on extracurriculum requirements. total yield, contributing directly to state school . C — Ty »oriel ati po one i oo a So a gn eames See Tax legislation . > > 99 . eo } aaagee vig). SF csseugi pans 225. ae Fosdick, Harry Emerson: quoted, 211. ass size: limitations proposed by teachers for, Fund ked f adie. Mo ae | 253. See also Comments of teachers, on class size unds earmarked tor schools: See Tax le; limitations; Teaching load. tion affecting schools. Comments of teachers: on class size limitations, 254; on cumulative effect of assigned duties, 257; on curriculum study and revision, 258; on de- mocracy in school administration, 259; on diffi- culties experienced with large classes, 252-53; on equalization of assignments, 258; on extracur- riculum requirements, 257-58; on heavy teaching loads as a detriment to professional growth, 255- 56; on inadequacy of rural salaries, 30-39; on need for local studies of teaching load problems, 259; on out-of-school activities and interruptions, 257; on relation of public opinion to teaching . loads, 259; on total time requirements of teaching, Hull, Osman R.: referred to, 225. 258; on unnecessary administrative and clerical work, 258-59. Income of rural teachers: school salaries Corporation taxes: affecting school support, 1933- other income, 6-13; sources of, 6-7; uses of, 14 38, 106; described briefly, 101-102; number of See also Expenditures of rural teachers; Sala states levying corporation income taxes, 1933-38, of rural teachers. 106; state corporation income taxes as related to Income taxes: affecting school support, 1933 state school support, 1929-38, 113; state legislation 106; described briefly, 101; number of states | on corporation income taxes, 1934-38, 113-16; ing, 1933-38, 106; state legislation, 109-12; st state legislation on other corporation taxes, 1934- personal income taxes as related to state sc! 38, 107, 140-43; states with corporation income support, 1929-38, 108; states with, 1934 and | taxes, 1934 and 1939, 104-105; total yield of per- 104-105. See also Corporation taxes; Tax legis sonal and corporation income taxes contributing tion affecting schools. directly to state school support, 1937-38, 114. Indebtedness of rural teachers: amounts See also Tax legislation affecting schools. ported for each type of, 25-26; extent of inde! Cyr, Frank W.: referred to, 4. ness, 25-29; repayment of debt, 17-18; total bilities in relation to home maintenance Davis, Horace W.: referred to, 16. ownership, 29; total liabilities of teachers hay Democracy in school administration: desir- different amounts of experience, 26-27. ability of, 259, 261; quotation concerning, 261. Index numbers: of all school employees’ sala See also Comments of teachers, on democracy to the 1930-31 salary of elementary teac! in school administration. 86-87. Dependents: “dependency unit” defined, 12; num- Inheritance, estate, and gift taxes: descri ber of, for rural teachers, 12-13. briefly, 101-102; state legislation, 1934-38, | Douglass, Harl R.: referred to, 227. 136-37; states with, 1934 and 1939, 104-105. S Duties of teachers: See Teaching load. also Tax legislation affecting schools. International relations: materials on, suppli: Economic status of rural teachers: a composite schools, 212; organizations and agencies int picture, 40-41; cultural, recreational, and eco- ested in, listed alphabetically with page re! nomic opportunities, 41, 44-45; differences ac- ences, 214-17; services with respect to, avai cording to type of rural school, 41-42; family re- for schools, 212; work of various organizat sponsibilities and living conditions, 12-13, 40, and agencies described, 167-211. 42-43; financial status, summarized, 41; out- Irwin, Manley E.: referred to, 227. Gasoline taxes: state legislation, 1934-38, 1 127-28; total yield in certain states of gas taxes contributing directly to state school su; 1937-38, 127. See also Tax legislation affect schools. Gaumnitz, Walter H.: referred to, 4. General Education Board: referred to, 4 Givens, Willard E.: forewords by, 4, 68, 100, 1 224. Goodrich, Carter, and others: referred t [ 272] Q 6.90 Kandel, a quoted, 22 1 King W. P.: referred to, 163 1? Koer ' property \ | b a é salar foerner, Grace: referred to, 163 5. 91-94: vacation ivities of. 44 i s : ments of te el Expenditures Large classes: difficulties experienced with, 251 Property owners! Salaries of revalence of, 229, 251. See also Comments of ind Savings an nvestments ers, on difficulties experienced with large License taxes: described briefly, 102; state legisla 1934-38, 144-47. See also Tax legislation ffecting schools. Load pressures: See Teaching load Salaries of city school employees, distribution of salaries paid certain adn tive and supervisory othee rs in cities overt 80; distribution of salaries paid certain trative and supervisory ofhcers in citie Mead, A. R.: referred to, 4. 30,000, 81; distribution of salaries Monroe, Paul: referred to, 163. school employees in cities over 30,00 ; tribution of salaries paid other school National Education Association: Committee on in cities under 3 , 85; distribution Economic Status of the Rural Teacher, referred paid principals in cities over 30,000, 78: to, 4, 5, 49, 68, 69. tion of salaries paid principals in ci National Education Association: Committee on 30,000, 79; distribution of salaries International Relations, referred to, 163, 165, 166: tarial and clerical emplovees, 84: dist: report quoted, 213. salaries paid teachers in cities over National Education Association: Department distribution of salaries paid teachers of Classroom Teachers, yearbook quoted, 29, 256 under 30,000, 77; intercity comparisons National Education Association: Department of median and arithmetic mean salaries p Elementary School Principals, committee report and senior high-school teachers by ¢ cited, 78; referred to, 225. 100,000, 89; median and arithmetic mean sa National Education Association: Educational paid kindergarten and elementary-school t Policies Commission, quoted, 166, 261, 262. by cities over 100,000, 88; median salaries National Education Association: Educational median salaries paid and index relations! Research Service, circulars referred to, 78, 79, 231 cities over 30,000, 1930-31 and 1938 National Education Association: Research Di median salaries paid and index re vision bulletin quoted, 13, 46, 64, 231; referred to cities under 30,000, 1930-31 and 1938 5, 101. median salaries paid elementary-school t National Industrial Conference Board: r¢ 82; median salaries paid high-school teach ferred to, 148. median salaries paid junior high-school te National Society for the Study of Education: 82; yearbook referred to, 165. range and distribution of, 76-85; relatio all positions), to the 1930-31 salary of ele Organizations promoting international coop tary teachers, 86-87; special tabulations of eration. See International relations. scribed, 89-90; referred to, 79; trends in, 193 median salaries paid superintendent , . to 1938-39, 70-75; trends in elementary Personal relationships of teachers: 235-36. teachers’ ealaries. 1930-31 to 1948-89. 75 Pertsch, C. Frederick: referred to, 227. in high-school teachers’ salaries, 1930-31 t Property ownership by rural teachers: amounts . : ome reported for each type of property and indebted ness, 25-26; home ownership not common, 43; total assets and liabilities in relation to home 1930-31 to 1938-39. 73: trends in salaries paid « maintenance and ownership, 29; total assets and nlovees in cities 10.000 to 30.000. 1930-31 to 1938 liabilities of teachers having different amounts 29 25 seamiin Lm onl ilies aes 1° emsutiman tx a of experience, 26-27 ; Vv alue of property and extent 30,000 to 100,000, 1930 31 4 1938 ‘ 71: Ae | of indebtedness, 25-29. See also Savings and ok as investments. Property taxes: changes in state laws, 1934-38, 148-51; described briefly, 102; property tax relief, 103; property tax replacement and search for new revenues, 103, 107; tendencies in state legislation, 1934-38, 103. See also Tax legislation affecting schools. Pupil load. See Teaching load. 31 to 39, 75; trends in salaries paid employees in 2,500 to 5,000, 1930-31 to 1938-39, 74: trends salaries paid employees in cities 5,000 to 10 salaries paid employees in cities over 1 1930-31 to 1938-39, 70 Salaries of rural teachers: average ann come of rural teachers, 8-12; in relation to n of dependents, 12-13; in relation to school by states, 9-11; in relation to training and perience, 10-11; in relation to type of schoo eral area, and sex, 7-9: in relation to school position, 11-12; in relation to vario Questionnaire: on the economic status of rural tors, 7-13; salaries paid rural teachers teachers, described, 6, 14, 25. 30: Same repro 91 94; school a and other income duced, 55-60; on salaries of city school employees situation unsatisfactory, 45 ; sources of in described, 95; on teaching loads, described, 225 > rural teachers, 6-7; uses of income, 14-24 26, reproduced, 265-70. Salary schedules: trends with respect to Sales taxes: affecting school support, 1933-38 Robinson, Wm. McKinley: referred to, 4. alcoholic beverage taxes, 123-27: described | Rural teacher: a composite picture of, 40-41; auto 101; gasoline taxes, 127-28; general sales tax mobile ownership by, 43-44; cultural and profes- related to state school support, 1929-38, 117; sional improvement of, 40, 41, 44; family respon ceilaneous, 131-32; number of states levying sibilities of, 12-13, 40, 42-43; home ownership by, 38, 106; states with, 1934 and 1939, 104-105 43; housing facilities of, 43; indebtedness of, 17 legislation, 103, 106, 117-22, 123-32: tobacco 128-30; total yield of general sales taxes con- tributing directly to state school support, 1937-38, 118. See also Tax legislation affecting schools. Savings and investments of rural teachers: annual, 17-18; miscellaneous types, 25-29, 41. See also Property ownership by rural teachers. School support. See Tax legislation affecting schools, School taxes. See Tax legislation affecting schools. Severance taxes: described briefly, 101; state legislation, 1934-38, 107, 138-39; total yield of, contributing directly to state school support, 138. See also Tax legislation affecting schools. Simmons, Louise B.: referred to, 163. Smith, Dora V.: referred to, 251. Tax legislation affecting schools: alcoholic bev- erage taxes, 104, 105, 107, 123-27; bibliography, 154-55; chain-store taxes, 101, 104, 105, 106, 107, 133-35; corporation income taxes, 102, 104, 105, 106, 107, 113-16; corporation taxes, miscellaneous, 102, 140-43; earmarking versus general appro- priations, 107-108; gasoline taxes, 106-107, 127- 28; income taxes, personal, 101, 104, 105, 106, 108, 109-12; inheritance, estate, and gift taxes, 101- 102, 104, 105, 107, 136-37; license taxes, 102, 144- 47; new types of school taxes, 103-107; over- lapping of federal and state provisions, 107; property taxes, 102, 103, 107, 148-51; provisions found in various states, 1933-38, 106; sales taxes, general, 101, 103, 104, 105, 106, 117-22; sales taxes, miscellaneous, 131-32; sales taxes, selective, 101, 123-32; severance taxes, 101, 107, 138-39; status of various types of taxes, 1934 and 1939, 104-105; tax surveys and commissions, 102, 152-53; tendencies in, 1934-38, 103-108; tobacco taxes, 104, 105, 106, 128-30; trends summarized, 1934-38, 103-108; types of taxes defined, 101-102. Tax Policy League: referred to, 109, 123, 1238, 136, 148. Tax surveys and commissions: state legislation, 1934-38, 152-53. See also Tax legislation affecting schools. Teacher load. See Teaching load. Teaching assignments: degree of expressed with respect to, 236. Teaching load: as compared with demands of satisfaction other vocations, 238; as rated by tea various grade levels, 232-33; as rated by t in various high-school departments, 23 related to enjoyment found in teaching, 23 size as a measure of, 229, 253; class size and median reported, 229; comments of t 252-59; comparison of measurable load of H groups, 233; consequences of unduly 251-56; considered unduly heavy or ext 232-33; effect of, on personal and prof: growth, 255; extracurriculum activities of ers, 230-31; health of teachers as related to heavy pressure, ten sources identified, 24 important problem of, 225; large classes 251-53; local studies of, desirable, 250, 25 major pressure areas in, 242; number of tea periods as a factor in, 229-30; opinions as ¢ reasonableness of, 232-38; out-of-school act as a factor in, 230-31; personal relationships factor in, 235; present pupil load report teachers, 229-31; ratings given to 44 specifi tors in, 239, 263-64; satisfaction with p: teaching assignments, 236-37; sources of press at various grade levels, 247-48; sources of sure for teachers in R and H groups, 243-47 sources of pressure in various high-school d¢ ments, 249-50; teaching situations represent study, 228-31; total number of pupils as a me of, 229. Teaching periods. See Teaching load. Terrebonne, L. P.: referred to, 4. Tobacco taxes: as related to state school s 1929-38, 129; state legislation, 1934-38, 1 30; states with, 1934 and 1939, 104-105; total of, contributing directly to state school su 1937-38, 130. See also Tax legislation aff schools. Twentieth Century Fund, Committee on Taxa tion: referred to, 123. > 5 U. S. Treasury Department: report cited 123, 129, 136. 25. 5. Waples, Douglas: referred to, 2 Ware, Edith E.: referred to, 16 Wofford, Kate V.: referred to, 4. Woodward, Annie C.: referred to, 163. RECENT RESEARCH BULLETINS Organizations Interested in International Relations. Vol. XVII, No. 4 September 1939. 60 p. 25¢. Tax Legislation Affecting State School Revenues, 1934-38. Vol. XVII, No. 3, May 1939. 59 p. 25¢. Salaries of School Employ ees, 1938-39. Vol. XVII, No. 2. March 32 p. 25¢. [he Rural Teacher’s Economic Status. Vol. XVII, No. 1, January 64 p- 25¢. Safety Education thru Schools. Vol. XVI, No. 5, November 1938. 25¢. Statutory Status of Six Professions: Accountancy, Architecture, Law, Medicine, Nursing, Teaching. Vol. XVI, No. 4, September 1938. 56 p 25¢. Why Schools Cost More. Vol. XVI, No. 3, May 1938. 56 p. 25¢. From High School to College. Vol. XVI, No. 2, March 1938. 64 p. Population Trends and Their Educational Implications. Vol. XVI, No. 1, January 1938. 60 p. 50¢. Improving Social Studies Instruction. Vol. XV, No. 5, November 1937 56 p. 50¢. Federal Support for Education; the Issues and the Facts. Vol. XV, No. 4, September 1937. 32 p. 25¢. Teacher Retirement Systems and Social Security. Vol. XV, No. 3, May 1937. 64 p. 50¢. Salaries of School Employees, 1936-37. Vol. XV, No. 2, March 1937 32 p. 25¢. Financing Public Education. Vol. XV, No. 1, January 1937. 56 p. 50¢. All orders for publications should be accompanied by funds in payment for same and must be so accompanied when orders for material amount to $1.00 or less. Orders not accompanied by funds in payment are subject to transportation charges. Discounts on quantity orders of the same publication: 2-9 copies, 10 percent; 10-99 copies, 25 percent 100 or more copies, 331% percent. Make checks or money orders payable to thi National Education Association of the United States, 1201 Sixteenth Street, N. W Washington, D. C. VERY superior teacher knows that it is impossible to do the best work without the active and sympathetic cooperation of all pupils in his room. Likewise, the wise superintendent knows that he cannot secure the best service for the children of the system without the loyal and active participation of his teachers in the problems of organization, administration, and supervision. He knows that he should make available to the children the great wealth of experience, of knowledge, of useful technics, of inspiration, and of ideals possessed by the teachers of the entire system. Teachers, as other human beings, desire freedom of thought and action. They desire to have opportunity for growth. The whole field of education is a growing, chang- ing one. Nothing contributes more to the professional education and the progress of every teacher than freedom to participate in all the important phases of school admin- istration, supervision, and teaching.—N.E.A. Department of Superintendence, Critical Problems in School Administra- tion, Twelfth Yearbook, 1934, p. 157-58. SUPPLEMENT To “Organizations Interested in International Relations,” Research Bulletin, Vol. XVII, No. 4, September 1939 Research Division NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street, N. W., Washington, D. C. February 1940 SUPPLEMENT (To “Organizations Interested in International Relations,’ Research Bulle, Vol. XVII, No. 4, September 1939) AMERICAN EDUCATION PRESS, INC. 400 South Front St., Columbus, Ohio, or 580 Fifth Ave., New York, N. Y. Purpose: “To provide a current, interpretative news service, suitably graded, for elementary- and high-school classes in reading, history, civics, geography, economics, sociology, and _ social problems.” Inquiries welcomed from: Elementary-school, high- school, and college teachers; school principals. Materials supplied to schools: Catalog entitled Low Priced Materials for the Modern Curriculum (free on request) ; Current Events Year Book, an annual survey with statistical data on various nations and international organizations (25¢ each). Official publications: (1) My Weekly Reader; 36 issues a year; 75¢—annual single subscription price (in clubs of 30 or more for class use, 40¢ a year or 20¢ a semester); published in five graded editions for the elementary grades; presents and interprets developments in national and international news. (2) Current Events; 38 issues a year; 75¢—annual subscription price (in clubs of 2 to 29 copies, 45¢ a year, 25¢ a semester; in clubs of 30 or more copies, 40¢ a year, 20¢ a semester) ; presents national and foreign news with special emphasis on geography for Grades VI, VII, and VIII. (3) Every Week; 38 issues a year; 75¢—annual subscription price (club rates same as for Current Events); pre- sents and interprets the news with special em- phasis on civics and world history, for Grades VIII, IX, and X. (4) Our Times; 38 issues a year; 75¢—annual subscription price (club rates same as for Current Events); presents and in- terprets the social and economic trends at home and abroad, for Grades X, XI, and XII. (5) Civic Training; 18 issues a year; circulated without additional charge to teachers using Current Events, Every Week, or Our Times in their current history classes. (6) Modern Prob- lem Booklets; a series of 22 booklets (10¢ each) summarizing factual research and implications in some important area, e.g., “Who Pays for War,” by Maxwell S. Stewart; for high-school and college classes. (7) Unit Study Books; a series of 150 illustrated booklets (15¢ each—10¢ each plus 1%¢ postage in quantities of 10 or more); includes 15 titles in fairy-folk tales of all lands and 15 on people and geography of various lands, Japan, China, Mexico, Beginning of Trade, Growth of Cities, etc. (others being issued regularly); a graded series on six dif- ferent reading levels, suitable for elementary classes or retarded readers in upper grades. (8) Progressive Education Booklets; an annual series of four or five booklets reprinting prin- cipal speeches by international leaders of edu- cation before the Progressive Education Associa- tion convention, e.g., “America and a World at 1 See also statement regarding the American Junior Red Cross (No. 19), in the Research Bulletin of the National Education Association 17:171-72; September 1939. Conflict,” etc. ($1 for set): released in M (9) Our Weekly News; elementary news for adults of limited reading ability; suita citizenship and Americanization classes, Types of service provided: None other than , lation of the newspapers and distribution of booklets listed above. AMERICAN HOME ECONOMICS ASSo. CIATION 620 Mills Building, Washington, D. C. Purpose: “The object of the Association is the d velopment and promotion of standards of hom living satisfying to the individual and profit to society.” Materials supplied to schools: None directly Official publication: Journal of Home Econom 10 issues a year; $2.50—annual subscriptic price; adult level; frequently carries arti about home economics as taught in foreign « tries. Types of service provided: Grants scholarships « foreign women for study of home economics j the United States. The International Committe: of the Association supplies home economics formation to other foreign students and visit in this country; a subcommittee receives transmits to Chinese institutions donations home economics books to replace those lost d ing the Japanese invasion. AMERICAN NATIONAL RED CROSS Washington, D. C. Address requests to: Nearest local Red Cross cha ter. The national Red Cross encourages the d velopment of contacts between the local chapt and interested individuals and agencies. Purpose: “The American National Red Cross, on of sixty-one national societies based on th Treaty of Geneva, is chartered by Act of Cor gress to furnish volunteer aid to the sick and wounded of armies in time of war, to perfor all duties with which the national society of ea nation acceding to the Treaty of Geneva charged, to act in matters of voluntary relief a in accord with military and naval authorit as a medium of communication between people of the United States and their Army and Navy, and to carry on a system of national! and international relief in time of peace to mitigat the suffering caused by pestilence, famine, fire flood, and other great national calamities, and to devise measures for their prevention.” Inquiries welcomed from: Elementary-school, high school, and college teachers; high-school! and [2] Inc Miz Off lege students; parents of students; school national study clubs in Catholic colleges, s ncipals. naries, and lay organizations: translates at et distributes foreign works on world subject w ele Materials supplied to schools: Certain textbooks furthers ant peace programs i} ( scriptive folders and leaflets (information r« colleges, seminaries, and Newman ( § rding materials available from local chapters as a guide to and extends the prograi ; : : : . eight re n Student Peace Fede: Acial publication: Red Cross Courter; 12 issues a \1 ° P . ~—_ i . operates with ( t Nic peace groups at ir; $1—annual subscription price; high-school 5 eee . . , < Ud id college level; contains informative materia mncerning developments within the field of Red Cross activities. CHAMBER OF COMMERCE OF THE UNITED STATES [vpes of service provided: Lecturers for school as semblies; information service for letters of in 1615 H St., N. W., Washington, D. (¢ juiry; direct advice by chapter ofhcials and field i . 2% “ \ddress requests to: Secretary, Committe: workers. Other activities of the Red Cross which 4 ° , : cation Inquiries regarding National | have some international bearing include: ‘Ser\ : SSO ° . Trade Week s ould be addresse 1 to I ice for service men, ex-service men, and thei Commerce Department. families; disaster preparedness and relief; and the Junior Red Cross.” Purpose To obtain the judgment of sil en and their rganizations upon all current national ped CATHOLIC ASSOCIATION FOR INTER- questions it home NATIONAL PEACE others, questions in the field of foreign trad the business field, includi fital tariff, commercial policy, and other ‘ cts 1312 Massachusetts Ave., N. W., Washington, D. (¢ having relation to other countries. The Nationa Chamber maintains a Foreign Commer DD Purpose: “To study, disseminate, and apply the partment Committee, a joint Canada-United aes principles of natural laws and Christian charity States Committee (in cooperation with the Cai “2 to international problems of the day; to con dian Chamber of Commerce), a National D« He sider the moral and legal aspects of any action fense Committee, a Merchant Marine Committ _ which may be proposed or advocated in the and a Committee on Education, all of whi international sphere; to examine and consider have some relationship to international matt issues Which bear upon international goodwill - . . Inquiries welcomed from: Elementary-school, high to encourage the formation of conferences, le ip : ; school, and college teachers; school superintend ioe 3 tures, and study circles; to issue reports on ante and oclacinate ‘ mitt questions of international importance; to further, = cs in in cooperation with similar Catholic organiza Materials supplied to schools: An annotated list of saitors tions in other countries, in accord with the teach publications (free on request); limited quant » and ings of the Church, the objects and purposes of ties of committee reports, department pamphlet coger world peace and happiness. The ultimate pur and referenda including, for 1939-40, the follow id pose is to promote, in conformity with the mind ing: The American Economic System Compar of the Church, ‘the Peace of Christ in the King with Collectivism and Dictatorship 36 p dom of Christ.’ ” South America’s Trade +0 p.); Foreign Trad Charts a set of three showing chief « xports ™ Inquiries welcomed from: Elementary-school, high chief imports, and chief markets and suppliers s school, and college teachers; high-school and 4merica’s Economic Strenath in Time of Was college students. 20 p.); and Combating Subversive Activities ° ° . , a in the United States (30 p all free of charge chay Materials supplied to schools: Leaflet, q Catho to educational institutions. In addition the fol ¢ Program for W orld Peace, descriptive of the lowing publications are available at the prices ipte activities, publications, and services of _ the indicated for single copies: “Foreign Drade organization (free on request) ; 26 committee Library.” a set of the following three ooks reports and 8 miscellaneous pamphlets including Doing Export Business (64 p.), Foreign Com , Ol such titles as Peace Education in Catholic Schools merce Handbook (44 p.), and U S. Trade Pro 1 th (Pamphlet No. 16), National Attitudes in Chil- motion Aaencies tical (12 p.) ey eae Co dren (Pamphlet No. 10), and a Syllabus on Inter sti: Gar Werld Trade (42): 8408 Chambers and national Relations (10¢ each, —$1 a dozen) ; one ot themes theonahent the Werld (1% vane volume, The Catholic Tradition of the Law of Trade and Tariff Relationships between Canada ear Nations and two translations in book form, 4 ind the United States (10¢); Imports and Es va is Just War and The Peace Efforts of the Church pam ni 1, es fencer Da dncts 10¢ a as t al during the Past Three Hundred Years (all for ands aad Eramsinie Decameees ob Cen thutleine rities charge) ; compilations by the National Catholi Saestianion aaidl Mesietiand iiid ne a 1 tl Welfare Conference Joint Committee on Peace ; Trade Promotion b+ Piaahion of i, ee , ! study outlines for use in colleges and lay groups; aia Winnie Memisbidieans Tenaks its. Duannad : and bibliographies; posters (10¢ each Nation Treatment and Barqaining Tariffs ‘ gate he: : y Official publication: News Letter; 8 issues a year; “Buy National Movements in : Relation to nd to | $i—annual subscription price; college level; Domestic and Foreign | Tradé I¢)}, mimeo contains statements on current international ques graphed lists of American chambers of com tions, general news items, and notes on Student merce abroad, foreign trade bureaus in local higl Peace Federation activities. comme r¢ ial organizations, and foreign cham and bers of commerce in the United States (free on Types of service provided: Has information servic: request); Warsaw—Oxford Rules, 1932, Re cation for letters of inquiry; holds an annual con lating to C. I. F. Contracts (5¢, mimeo ind ference on international peace; promotes inte Effect of the War on Foreign Trade (5¢ w Official publication: Nation’s Business; 12 issues a year; $3—annual subscription price; high- school and college level; deals with current busi- ness issues including foreign trade, tariff, com- mercial policy, and other questions bearing upon America’s trade relationship with the rest of the world. ‘ypes of service provided: Has information service studying the contributions made by Centra South American countries to New World ture; arranges exchange scholarships and fe}! ships for Florida students and faculty mem, to study in foreign countries; distributes jp{ mation regarding Latin American countries , schools in Florida; prepares special inter-Ame, can radio broadcasts presented over stati WRUF;; cooperates in the inter-American ed for letters of inquiry regarding Chamber publi- cations and National Chamber action upon busi- ness issues; sponsors, annually, a National Foreign Trade Week, being the week each year which includes May 22, National Maritime Day. Multi-colored posters, stamp-size stickers, outline speeches, and other material are sup- plied free of charge to schools participating in this observance. cational exchange program which includes ma, colleges and universities in the southeaster, states and in the Latin American republics—d), tribution of publications, exchange lecture toyrs exchange professorships and scholarships research. INTER-AMERICAN CENTER . — aed ; re ID George Washington University, Washington, D. ( U FEDERAL COUNCIL OF CHURCHES OF CHRIST IN AMERICA, THE Purpose: “The furtherance of Pan Americanis P thru cultural, educational, financial, commercia 297 Fourth Ave., New York, N. Y. legal, and political understandings.” Pi Address requests to: Department of International Inquiries welcomed from: Persons interested Justice and Goodwill inter-American understanding. Purpose: To further peace education by coordinat- Materials supplied to schools: Published collection: ing the work of the International Relations Com- of lectures delivered before various conferences mittees, or other groups interested in inter- f a 2 national questions, in the 24 national Protestant Official publication: None. religious bodies with membership in the Council. Types of service provided: Lectures on Latin Ameri Inquiries welcomed from: Elementary-school, high- can and inter-American problems, for univers: school, and college teachers. students and guests; annual winter conferenc on inter-American affairs, given for the genera In Materials supplied to schools: Leaflet descriptive of public; annual Pan American conference fo: ; the services of this Department of the Federal high-school students of Washington, D. ( M weekly broadcast in Spanish to the Latin Ameri can nations—topics include current American and European affairs; four lectures annually i Spanish to Spanish-speaking people of Washing ton; annual closed conference between business organizations and representatives of the United States government; series of talks given at hig! 0; schools and private schools in and around Wash ington; exhibitions of arts and crafts from th: various Latin American countries. Council of Churches (free on request) ; various ! pamphlet materials on peace. Official publication: Information Service; 40 issues a year; $2—annual subscription price; college level; reports brief research studies on social problems, among which are studies on current ; international problems. Types of service provided: Will furnish college lecturers on the work of the churches in inter- national relations; promotes general observance of Armistice Sunday; has been sponsoring a . weekly nationwide radio broadcast, “Religion — STUDENT COMMIT- I in the News”; supports churches in their activi- ties for world goodwill. 500 Riverside Drive, New York, N. Y. Purpose: “To make the best American life ava INSTITUTE OF INTER-AMERICAN AF- able to foreign women students from othe: \ FAIRS countries. Its members and sponsors believe that He : . the presence of foreign students in the United B| - F ‘ e- ‘ ‘ r| University of Florida, Gainesville, Florida. States offers opportunities ian a iiiebieestonsl - Purpose: To foster better educational and cultural friendships and experiences that are steps in relations between the United States and the the direction of world peace and understanding 7 countries of Latin America. To accomplish its aims the International Student : Committee directs its efforts toward the in A Inquiries welcomed from: Elementary-school, high- dividual, her questions, her problems of adjust- school, and college teachers; school principals. ment, her hopes, her interests, believing that her p a7) personal contribution to her own country on he: : Materials supplied to schools: Only redistribution of return is greatly affected by her extra-academi certaim Pan American Union materials to per- as well as her scholastic experiences while sons and groups located near the university. guest in the United States.” te Official publication: A bulletin—issued periodically. Inquiries welcomed from: College students and 1 ‘ . P teachers. i Types of service provided: Is sponsoring an Inter- American Educational and Cultural Conference Materials supplied to schools: Leaflets descriptive to be held April 14-24, 1940, for the purpose of [4] of the services of the Committee (free on re- 1, D. ( Canis ner sted j lec tions Trences Ameri versit ference renera ce tor m4 Ameri erican ally it shing Isiness United t hig W ast mm the MIT- ava othe e that Inited tional ps in ding udent e mm djust it her n her lemic ile and ptive » Se a handbook for foreign students entitled quest) ; 1 ( We Take You to the United States (free to foreign students on request). Oficial publication: None Types of service provided: Information service for etters of inquiry; personal welcome and assist ance on arrival at any port in the United States; travel arrangements; hospitality arranged on a basis of personal interests with American friends; opportunities for meeting Americans with similar professional interests; assistance in making vacation plans and in securing summe: positions; direct and indirect financial aid; co operation with foreign students and campus ad ministrators on problems of orientation INTERNATIONAL STUDENT SERVICE, UNITED STATES COMMITTEE § West 40th St., New York, N. Y. Purpose: “To promote friendship and understand ing amongst students of every nationality. to keep aloft the ideals of free intellectual inter course—an early casualty in every war—by aid ing student victims of political, racial, or reli gious oppression; by undertaking inquiries into international university problems; and by spon soring conferences where proponents of various ideologies and no ideologies could gather on com mon ground to discuss and re-think their posi tions.” Inquiries welcomed from: High-school teachers; college students and teachers. Materials supplied to schools: Leaflet describing the activities and services of the organization (free on request) ; motion picture films on war condi tions in China (loan for charge); a textbook- Unemployment in the Learned Professions (for charge) ; bibliographies (for charge). Official publication: The J. S. §. Bulletin; 8 to 10 issues a year; $1—annual subscription price; college level; contains material concerning the problems of international university students and articles on foreign affairs. Types of service provided: Information service for letters of inquiry; the services of consultants on foreign affairs; refugee work in behalf of student victims of the war in Europe and in China; sponsored a student conference on the “Bases of a Durable Peace” at International House, New York, December 1939. NATIONAL CATHOLIC WELFARE CON- FERENCE 1312 Massachusetts Ave., N. W., Washington, D. C. Address requests to: N. C. W. C. on Peace. Joint Committee Purpose: To study and prepare for publication ma terial relating to the Church and to world ques tions, with a view to promoting the “Peace of Christ in the Kingdom of Christ” among all nations. Inquiries welcomed from: Elementary-school, high school, and college teachers; high-school and college students; parents of students; and school principals. Materials supplied to schools: List of publications of the N. C. W. C. pamphlets pertaining to peace (free on request The Christian Way to Peace, Peace Stati of Recent Popes, Peace Trends, and simila pamphlets (10¢ each, 50 for $4.50 Papal | cyclicals such as the Encyclical Letter of Pof Pius XII on the Function of. the State with special grouping of Modern World (10¢ each, 50 for $2.50); thre pamphlets in a Christian Democracy Series (5 each, 100 for $3.50); study outlines for use in Catholic schools (for charge) bibliographies Iction; 12 subscription price; high Official publication: Catholic issues a vear; $2—annual school and college level; contains Papal and Episcopal quotations on peace and other items which may have international bearing I'ypes of service provided: Information service fo: letters of inquiry; distribution of publications Comment: The Joint Committee is composed of rx resentatives of the Social Action Department, th« National Council of Catholic Men, and the Na tional Council of Catholic Women—depart ments of the National Catholic Welfare Confe: ence. NATIONAL COUNCIL OF TEACHERS OF ENGLISH, INTERNATIONAL RELA- TIONS COMMITTEE 211 West 68th St., Chicago, Ill. Purpose: Not reported. Inquiries welcomed from: High-school and college students and teachers. Materials supplied to schools: Supplementary refer ence books; bibliographies; a handbook for teachers. Official publication: Nene. Types of service provided: Serves as a clearing house of materials for secondary-school teachers conducts special programs on international rela tions in connection with the annual meeting of the entire Council. ROTARY INTERNATIONAL, COMMIT- TEE ON INTERNATIONAL SERVICE 35 East Wacker Drive, Chicago, III. Purpose: “The advancement of international under standing, goodwill, and peace.” Inquiries welcomed from: Young people and adults, if addressed to local Rotary Clubs Materials supplied to schools: None, except what may be available from the individual Rotary Clubs. Official publication: The Rotarian; 12 issues a year; $150—annual subscription price; adult level; “an international magazine devoted to the advancement of the ideal of service and its application to personal, business, community, and international life.” Types of service provided: Furnishes outlines for programs in Rotary Club meetings and for Rotary community projects; encourages local i 5] Rotary Clubs to hold institutes of international understanding in their communities, suggests speakers for them, and advises as to the technic of carrying on the programs. In more than 200 communities, local Rotary Clubs are sponsoring such series of adult forums, taking their speakers into the high schools to address young people, giving newspaper publicity to the speeches, and considering, further, in study groups the topics presented. SCHOLASTIC PUBLICATIONS 250 East 43rd St., New York, N. Y. Purpose: The publication of two weekly classroom magazines “designed to keep the student in touch with his times and to develop him into an effective citizen and an enriched personality. Toward these ends, Scholastic and Junior Scho- lastic publish articles on the events, problems, and personalities of our times, a full supply of the best current literature selected to fulfil the student’s needs and improve his tastes, and a wealth of guidance material—social, voca- tional, and personal. Both magazines stress the value of democracy and the importance of well- informed, rational, intentional behavior in re- gard to solving American problems at home and abroad.” Inquiries welcomed from: Elementary-school and high-school teachers; parents of students; school principals. Materials supplied to schools: Leaflet describing publications (free on request) ; publications of the Scholastic Bookshop, some of which have both national and international bearing. Official publications: (1) Scholastic, the. American High School Weekly; 32 issues a year; $1— annual subscription price for either the English Class or Social Studies Edition ($1.65 for the Combined Edition, including both English and Social Studies materials); high-school level; contains news, articles on current problems at home and abroad, suggestions for the personal, vocational, or social guidance of students, and specimens of modern literature. (2) Junior Scholastic; 32 issues a year; 50¢—annual sub- scription price for two or more to one address; elementary-school level (seventh, eighth, and ninth grades); is similar to Scholastic but its materials on current affairs, citizenship, geog- raphy, reading, and composition are suited to the lower grade level. Types of service provided: Information service for letters of inquiry; loan of exhibits. U. S. DEPARTMENT OF STATE, DIVI- SION OF CULTURAL RELATIONS Washington, D. C. Purpose: “The broad purpose of the Division of Cultural Relations, as stated in the departmental order, is to encourage and strengthen cultural relations and intellectual cooperation between the United States and other countries. Altho the work of the Division embraces all nations with which the United States maintains tions, the principal activities during th: period are concerned with the other An: republics. As an official agency charged cultural intercourse, the Division is seeki coordinate activities of this nature wit! government and work closely with the imp private organizations and institutions of country which are engaged in intellectua operation. The Department of State is interes: in extending to every legitimate undertakin, the field of cultural relations the cooperatio: the government. It is the view of the Departm that in this country the primary responsi! for cultural exchange properly resides private agencies and institutions and the ma function of the Division is to make th: offices of the government available to pri enterprise and to serve as a clearinghouse { the activities of private organizations.” Inquiries welcomed from: Elementary-school, hig V school, and college students and teachers; parents T of students; school principals. C Materials supplied to schools: Printed informatio: 7 regarding the work of the Division; a broch (1939), Inter-American Cultural Relations, being P two addresses by officers of the Division (5¢ each) .” | Official publication: The Division, as such, has | official publication but its press releases wi regularly be found in the following: The D, . 2 See also statement regarding U. S. Department of State, Division of Research and Publication (No. 126), in the Resear: / Bulletin of the National Education Association 17:202; September 1939. [6] ypes of service provided: “The Division of Cul partment of State Bulletin; weekly commencing July 1, 1939; $2.75—annual subscription pric: (from the Superintendent of Documents, Gov ernment Printing Office, Washington, D. ( adult level; a consolidation of the monthly Treaty information bulletin and the weekly pamphlet Press Releases formerly published the Department of State;* contains official in formation on current developments in Americal foreign relations and other aspects of the 1: partment’s work. tural Relations has general charge of officia activities of the Department of State with r spect to cultural relations, embracing the ex change of professors, teachers, and students cooperation in the field of music, art, literaturé and other intellectual and cultural activities the formulation and distribution of libraries of representative works of the United States and suitable translations thereof; the preparations for and management of the participation by this government in international expositions in this field; supervision of participation by this government in international broadcasts; en couragement of a closer relationship between un official organizations of this and of foreign governments engaged in cultural and intellectual activities; and, generally, the dissemination abroad of the representative intellectual and cultural works of the United States and th: improvement and broadening of the scope of ou! cultural relations with other countries. “In fulfilling its functions, the Division of Cul tural Relations is directing the conduct of studies and has responsibility for the elaboration and the carrying into effect of a comprehensive and coordinated plan of activity in this country fo: ins strengthening of international intellectual States and Pamphlets 15, 16, and 17 ie { cultural relations; it assists in the prepara national Pea Series (5¢ each, or 3¢ ¥ tion and interpretation of treaties in this field: quantities of 10 or more): pamphlet, Bu 1 I I r¢ supervises the formulation of regulations and Peace Commit n the Church (single ek rocedure necessary for the fulfilment of ob! or 50¢ per 1 liography, A Pea ] ' itl cations under the Convention for the Promotion for the I al ¢ urcl 2¢ each, or § ny f Inter-American Cultural Relations and othe: $1 of treaties and conventions relating to cultural : : tu lations to which the United States may become Ofhcial publication: News Letter; 10 issues terest ) party; it drafts or reviews correspondence pi—annual subscription price (regu . ° ° a ow . —™ oon ‘ ° ar} aki vith foreign governments, American diplomati: for members without charge) ; high-s« lene | vr ' REE atl nd consular officers, and all other correspond college leve contains comment on curre art ence pertaining to these activities; it colla national issues, program material fo Nsi rates with the Office of Education and oth peace groups, reading suggestions on es government departments and agencies, the Na tional relations, and book reviews em tional Committee on Inter-American Intellectu ‘ } : > . " [ypes of service provided: Lecturers for s« le { Cooperation, the Pan American Union, other ; 2 : ; : semblies thru a Speakers’ Bureau; inf pr educational and cultural organizations and in : ; : , aoa eer 4 . ’ . 99 service for letters of inquiry; direct ad \ yuse f stitutions, and foreign missions in Washington , : field workers; encourages active peace mittees in local churches; maintains 7 yl, hig WORLD ALLIANCE FOR INTERNA- Committees on Relations with Canada, Relat ns parent TIONAL FRIENDSHIP THROUGH THE with Pacific Lands, Relations with Mexico, and * ‘ommittee o Relations with Youth Move CHURCHES, AMERICAN COUNCIL > re an ments, rmai na Wie m ; } a aa ine 0 Fifth Ave., New York, N. Y. Comment: The American Council of the World 5, being Purpose: To carry on “a moral crusade for a war Alliance is an autonomous body. It acts as an on less world.” — agent, however, of the Church Peace Union by arranging regional conferences and field days Inquiries welcomed from: High-school and colleg in strategic cities and in schools and colleges has 1 students and teachers; school principals; min The Church Peace Union is a _ policy-forming es W isters; study groups. body of 29 trustees chosen from three religious he D faiths—Catholic, Protestant, Jewish—with the nencing Materials supplied to schools: Booklet descriptive of responsibility of administering the fund » pric services and materials (free on request) ; a State vided by Andrew Carnegie for the promot , Gov ment Regarding Racial Minorities in the United pe 4 nonth ace week hed ial in 1e ri he 1D tr ¢ offici ith re he ex dents rature vities ries Ss al ‘ations on Dy bns if y this rd en en un yreigi ectual nation | and d the ot our f Cul tudic 8 1 and e and [7] THE PRESENT SUPPLEMENT completes and brings up to date the Septem- ber 1939 Research Bulletin, “Organizations Interested in International Relations,” Vol. XVII, No. 4; also issued in June 1939 as a report of the Committee on International Relations of the National Education Associa- tion. 60 p. 25¢ SEE ALSO— Promoting International Cooperation thru Education. Report of the Committee on International Relations, June 1938. 32 p. 25¢ Education in the United States of America. (Office of Education Bulle- tin, 1939, Misc. No. 3, English; No. 4, Spanish; No. 5, Portuguese. ) Prepared by the Research Division in cooperation with the United States Office of Education and printed in three editions—English, Spanish, and Portuguese. Available from the U. S. Government Printing Office, Washington, D. C., for 15¢ per copy. The National Education Association has a limited supply of each edition and single copies will be distributed free on request to teachers of Spanish and Portuguese. Orders for publications should be accompanied by funds in payment and must be so accompanied when orders amount to $1 or less. Orders not accompanied by funds are subject to transportation charges. Dis- counts on quantity orders of the same publication: 2-9 copies, 10 per- cent; 10-99 copies, 25 percent; 100 or more copies, 33 1/3 percent. Make checks or money orders payable to the National Education Association of the United States, 1201 Sixteenth Street, N. W., Washington, D. C.