A study of supernumerary teachers in the Chicago public schools
Dyson, Pamela Gloria
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Permalink
https://hdl.handle.net/2142/20307
Description
Title
A study of supernumerary teachers in the Chicago public schools
Author(s)
Dyson, Pamela Gloria
Issue Date
1995
Doctoral Committee Chair(s)
Prestine, Nona A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Language
eng
Abstract
This study was designed to examine the factors that led to the creation and maintenance of the classification of teachers known as supernumerary teachers. To further determine the critical issues associated with the status, the perspectives of the stakeholders (i.e., principals, supernumeraries, regularly assigned teachers, parents, and students) were also analyzed.
The study was conducted in three phases. The first phase consisted of interviews with representatives from the Chicago Board of Education, the Chicago Teachers' Union and the representatives from the state legislature. The second phase involved surveying 187 elementary schools that had been assigned supernumerary teachers during the 1993-1994 school year. The instrument was based on statements concerning reduction in force of teachers and the supernumerary practice in the Chicago Public Schools as extracted from a review of the literature. The last phase involved visits to three schools that had supernumerary teachers presently assigned to interview the principals and teachers in those schools.
Surveys were disseminated by mail and upon completion the respondents returned them to the researcher. Interviews were conducted at the local school site.
The data was analyzed to determine the perceptions of the various stakeholders toward supernumerary teachers including the supernumerary teachers themselves. Results indicated that the supernumerary teachers and principals and stakeholders did not agree with the current supernumerary practice. The principals overwhelmingly felt that the practice was contradictory to Chicago School Reform in that they were unable to select their own staff.
It is recommended that future studies be conducted at a different time of the year to increase the number of respondents for the survey. Also, future studies should investigate changes in future legislation and their effect on the supernumerary/reserve teacher status.
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