Teacher Unrest in West Virginia 2018-2019

Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 2020 Teacher Unrest in West Virginia, 2018-2019 Lindsey D Reed bailey280@marshall.edu Follow this and additional works at: https://mds.marshall.edu/etd Part of the American Politics Commons, Educational Leadership Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Reed, Lindsey D., "Teacher Unrest in West Virginia, 2018-2019" (2020) Theses, Dissertations and Capstones 1303 https://mds.marshall.edu/etd/1303 This Dissertation is brought to you for free and open access by Marshall Digital Scholar It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar For more information, please contact zhangj@marshall.edu, beachgr@marshall.edu TEACHER UNREST IN WEST VIRGINIA, 2018-2019 A Dissertation submitted to the Graduate College of Marshall University In partial fulfillment of The requirements for the degree of Doctor of Education In Educational Leadership By Lindsey D Reed Approved by Dr Barbara Nicholson, Committee Chairperson Dr Eugenia Damron Dr Ron Childress Dr Edna Meisel Marshall University August 2020 ii © 2020 Lindsey D Reed ALL RIGHTS RESERVED iii DEDICATION This dissertation is dedicated to my daughters, Kathryn and Kamryn Never allow someone else to define the limits of your potential iv ACKNOWLEGMENTS First, I would like to thank my committee chairperson and graduate advisor, Dr Nicholson She has been a mentor and source of inspiration throughout my master’s and doctoral work Dr Nicholson taught me to question the status quo and the narratives weaved throughout society’s establishments, and as hard as that is to teach, it is much harder to learn I am truly grateful to be her student and one of her starfish I owe a special thank you to the English department at Hurricane High School, specifically Jennifer and Ronda To Jennifer who has not only been a friend and mentor throughout my time at HHS, but someone whom I consider an essential component to my success as an English teacher To Ronda who always offered a listening ear and an extra pair of editing eyes when needed, thank you for the time spent helping me in my classroom and allowing me to brainstorm with you The Hurricane High School English department has always been supportive of all my academic endeavors and has helped me get through some of life’s lowest valleys Thank you for your friendship and growing me to be the teacher I am today To my husband, Thomas: since we were fifteen, you have provided a sense of peace during my times of stress, anxiety, and worry From listening to me stress-cry about taking ACT in high school to reading all my work from the past three years, confirms that you are not only my biggest academic supporter but essential in all aspects of my life Thank you for growing up and old with me as we take on all of life’s challenges together v TABLE OF CONTENTS Approval of Dissertation………………………………………………………………………… ii Copyright…………………………………………………………………………………………iii Dedication……………………………………………………………………………………… iv Acknowledgments……………………………………………………………………………… v List of Tables.…………………………………………………………………………………… x List of Figures……………………………………………………………………………………xii Abstract………………………………………………………………………………………….xiii Chapter One: Overview of the Study…………………………………………………………… West Virginia’s Militant Strike History………………………………………………… The 1912 Paint Creek-Cabin Creek Strike ……………………………………….2 The Matewan Massacre………………………………………………………… The Battle of Blair Mountain…………………………………………………… Hawks Nest Tunnel Disaster…………………………………………………… Energy Politics……………………………………………………………………………8 Summary of Related Literature………………………………………………………… Statement of Problem…………………………………………………………………….11 Purpose of the Study…………………………………………………………………… 12 Research Questions………………………………………………………………………13 Theoretical Framework………………………………………………………………… 14 Method………………………………………………………………………………… 15 Definition of Terms………………………………………………………………………16 vi Limitations……………………………………………………………………………….17 Chapter Two: Review of Literature………………… ………………………………………….19 Historical Overview of Collective Bargaining………………………………………… 19 Collective Bargaining’s Influence on Student Achievement…………………………….20 Influence of Past Collective Bargaining Endeavors on Current Education System…… 21 Political and Corporate Power in Education…………………………………………… 23 Social Influences and Pressures………………………………………………………….27 Teacher Self-Efficacy……………………………………………………………………28 Shared Leadership…………………………………………………………………… 30 West Virginia’s Economic Conditions………………………………………………… 31 Overview of West Virginia’s Education Standing………………………………………34 1990 West Virginia Teacher Strike…………………………………………………… 35 2018-2019, West Virginia Strike……………………………………………………… 37 Strike Conditions……………………………………………………………… 37 Strike Mobilization………………………………………………………………38 Temporary Resolution and Ongoing Efforts…………………………………….39 Strike Analysis………………………………………………………………………… 43 Summary…………………………………………………………………………………44 Chapter Three: Research Methods……………………………………………………………….46 Research Questions………………………………………………………………………46 Research Design………………………………………………………………………….47 Population and Sample………………………………………………………………… 47 Survey Instrument……………………………………………………………………… 48 vii Survey Distribution………………………………………………………………………48 Data Analysis…………………………………………………………………………….49 Summary…………………………………………………………………………………49 Chapter Four: Presentation and Analysis of Data……………………………………………… 51 Population and Sample………………………………………………………………… 52 Findings………………………………………………………………………………….61 Findings Related to Research Question One…………………………………….61 Findings Related to Research Question Two……………………………………65 Findings Related to Research Question Three………………………………… 68 Findings Related to Research Question Four………………………………… 74 Findings Related to Research Question Five…………………………………….78 Summary…………………………………………………………………………………84 Chapter Five: Summary, Implications, and Recommendations………………………………….85 Purpose of the Study…………………………………………………………………… 86 Survey Response Rate………………………………………………………………… 87 Summary of Findings…………………………………………………………………….87 Discussion of Findings………………………………………………………………… 93 Discussion Summary…………………………………………………………………….97 Implications for Practice…………………………………………………………………98 Recommendations for Further Study…………………………………………………….99 References………………………………………………………………………………………102 Appendices…………………………………………………………………………………… 119 Appendix A: Institutional Review Board Approval Letter…………………………… 120 viii Appendix B: Survey invitation and Consent Form…………………………………… 121 Appendix C: Abbreviations………………………………………………………… 122 Appendix D: Survey Instrument: Reed Survey of Teachers’ Strike Perceptions and Motivations…………………………………………………………………………… 123 ix APPENDIX A: INSTITUTIONAL REVIEW BOARD APPROVAL LETTER 120 APPENDIX B: SURVEY INVITATION AND CONSENT FORM 121 APPENDIX C: APPREVIATIONS AFL-CIO……………American Federation of Labor and Congress of Industrial Organizations AFT………………………………………………………… American Federation of Teachers ESA……………………………………………………………… Education Savings Account UMWA………………………………………………………United Mine Workers of America WVEA……………………………………………………West Virginia Education Association WVSSPA…………………………………West Virginia School Service Personnel Association 122 APPENDIX D: SURVEY INSTRUMENT: REED SURVEY OF TEACHERS’ STRIKE PERCEPTIONS AND MOTIVATIONS 123 124 125 126 127 128 129 130 131 132 133 134 ... movement: West Virginia While West Virginia teachers may have a less than desirable reputation by almost all in- state institutions and policymakers, Fortune Magazine placed West Virginia? ??s teachers... Virginia? ??s Economic Conditions………………………………………………… 31 Overview of West Virginia? ??s Education Standing………………………………………34 1990 West Virginia Teacher Strike…………………………………………………… 35 2018-2019, West Virginia. .. 1990 West Virginia Teacher Strike Even though West Virginia has the reputation of being the state that started the current wave of teachers’ strikes, most have forgotten the West Virginia teachers’