TEACHER STRIKES: AN INVESTIGATION OF THEIR PHASES

ROBERT A. NICAUD, MAURICE F. VILLERE, AND THOMAS S. O'CONNOR

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DOI: 10.2190/U15E-MPBX-VWWT-RPUV

Abstract

In this article, the authors, via in-depth, structured interviews of strike participants, conclude that teacher strikes follow a set of four predictable patterns or phases: 1) Individual complaints lead to group dissatisfaction; 2) General dissatisfaction increases union militancy and solidifies group goals; 3) Increased militancy leads to open confrontation in the form of job actions and a strike; and 4) Aftermath. Armed with this information, all potential strike participants - teachers, unions, schools boards, and administrators - can benefit. Four major, urban, public-school strikes were studied: Louisville, 1976; Memphis, 1978; Cincinnati, 1977; and New Orleans, 1978.

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