Over the last 30 years or so, there has been growing international interest in the "informal sector" of the economy in developing countries, and there is now the recognition that to operate successfully as artisans in the informal sector, "apprentices" require a range of knowledge and skills. The general aim of the present, qualitative study, was to investigate how apprentices in informal sector enterprises in two trades (the Motor Vehicle trade and the Tie-dye trade) in The Gambia learn at the workplace and how such learning was facilitated. Twenty enterprises were selected for the study, ten in each trade. A variety of data collection methods were employed, namely, (a) individual, semistructured interviews of the entrepreneurs (who owned these enterprises), and of the apprentices, (b) observations of the tradespersons and apprentices at the workplace, (c) accounts of "critical events", and (d) documentary studies. The study has shown that (a) the tradespersons did not demonstrate to the apprentices the procedures for the tasks that they were undertaking, (b) the apprentices were not allowed to practise on the tasks that the tradespersons were contracted to und(rtake; (c) the apprentices practised their skills privately in their leisure time. (d) the tradespersons did not explain to the apprentices the theories underpinning the technical procedures; and for the apprentices, the term "theory" referred to the technical procedures, as such, rather than to the scientific and technological concepts and principles underpinning the procedures, (e) although the apprentices were often outwardly passive they did observe closely the tradespersons at work and made associative links with their own previous knowledge and experience. What has also emerged from the study is that apprentices' learning at the workplace in the informal sector is: (a) a multi-dimensional process, largely self-motivated and conditioned by the rigid hierarchical structure of the workplace. (b) (i) productivity-driven, (ii) atheoretical, (iii) unplanned, (iv) unstructured, (v) facilitated through role modelling. The study compared the concepts of learning which emerged from the study with the traditional concepts of learning and teaching in Vocational Training Institutions. This study has also shown that the tradespersons failed to assess formally competent performance at the workplace. There was no end-of-apprenticeship assessment for the apprentices in the Tie-dye trade; and in the Motor Vehicle trade, the assessment was adhoc. Importantly too, from the entrepreneurs' perspective, the workplace was about production and not about apprentice learning. The tradespersons were expected to concentrate on their jobs and not on training, in sharp contrast to the apprentices' expectation that the tradespersons should concentrate on skills training.

This diploma thesis analyzes the impact of education on unemployment of citizens of the Czech Republic. It utilizes data from the ISSP international survey between years 1994-2012. The main assumption of this work is that education reduces the likelihood of individual's unemployment. This hypothesis is confirmed by using the Probit method, in several models accompanied also by the instrumental variable approach. The instrumental variable method helps to identify the causal effect of education on unemployment. Results show that education has greater impact on women. Each additional year of schooling reduces the likelihood of a woman's unemployment by 1 percentage point and likelihood of a man's unemployment by 0.75 percentage points. In additional models, education is measured by highest reached level rather than years of schooling. Results confirm that the probability of unemployment is lower for people with higher level of education than for others.

The diploma thesis consists of an analysis of the secondary education in the Czech Republic in relation to the demand for the labor force of the labor market. The main aim of the thesis is to identify whether the structure of secondary school graduates who enter the labor market corresponds with the structure of the demand for a labor. The basic terms and concepts of education and labor market and basic characteristics of the selected regions are mentioned in the theoretical part of the thesis. In addition the basic legislation and strategic documents related to education are described in the theoretical part. The practical part of the thesis is focused on analysis of the number and structure of secondary schools graduates and the number of vacant positions in selected regions of the Czech Republic. For the purposes of the analysis the data from years 2006-2011 in South Bohemia, South Moravia and Moravian-Silesian Region will be used.

My interest is to explore the pre-professional and professional employment of pupils with mild mental disabilities. The objective is to find out what the real possibilities are and whether they really find employment in the labor market. The work would monitor not only their application provided to the labor market, but also their development in the working sphere. For closer mapping, I decided to choose Pilsen and Karlovy Vary regions, where not only sheltered workshops, but also sheltered workplaces, supported employment and work-training programs exist. The aim of the thesis is to determine the pre-professional and the professional application of pupils with mild mental disabilities by their integration into an intact society. It is to determine whether they are able to get involved in the work process and how this ideas resemble reality. To find out what kind of support the respondents received during their training, what problems they had to face or endure when looking for a job, and how their professional career's developed. The work will be developed using basic scientific methods. This is especially the method of analysis, which allows to look at the phenomenon in detail. In this case, the information will be obtained in the study of professional literature, the results of the questionnaire...

Durch die Kommerzialisierung und Professionalisierung hat der Sport in Deutschland an Bedeutung gewonnen. Ersichtlich wird dies an dem gestiegenen Sportkonsum sowie der positiven Entwicklung der sportbezogenen Beschäftigung und der Ausdifferenzierung der Berufsfelder. Einhergehend mit dieser dynamischen und positiven Entwicklung des Arbeitsmarktes ist dies gleichermaßen für den Bildungsmarkt erkennbar. Neben den Universitäten sind in den vergangenen Jahren weitere Einrichtungen in den Bildungsmarkt getreten, welche Bildungsangebote im Bereich des Sports offerieren. Folglich gewinnt die Analyse der Studierendenperspektive an Bedeutung. Aufgrund der beschriebenen Dynamik wird für die vorliegende Arbeit eine mehrperspektivische Analyse verwendet. Um ein umfassendes Bild des Berufsfeldes Sportmanagement zu skizzieren, behandelt diese Analyse neben den Anforderungen an Sportmanager und der Untersuchung relevanter Produktfelder die Erwartungen von Studierenden. Dabei wird der Forschungsfrage nachgegangen, welche Unterschiede sich zwischen der Studierendenperspektive zu Beginn und im Verlauf des Studiums und den Anforderungen der Arbeitgeber zeigen. Im theoretischen Rahmen wird zunächst der Arbeitsmarkt Sport sowie der Bildungs- und Produktmarkt dargelegt. Im Anschluss wird die Beziehung zwischen Arbeitgeber und Arbeitnehmer erläutert. Danach werden in der Methodik die verwendeten Verfahren der einzelnen Studien skizziert. Daraufhin folgt die Beschreibung der Ergebnisse. Die Ergebnisse der Studierendenbefragung verdeutlichen ein fachspezifisches Interesse zum Studienbeginn. Zusätzlich werden der attraktive Standort, niedrige Lebenshaltungskosten sowie der gute Ruf der Hochschule als wesentliche Entscheidungskriterien für die Hochschulwahl angeführt. Des Weiteren wird aus den Untersuchungen ersichtlich, dass das fachspezifische Interesse im Verlauf des Studiums zunimmt, während das Einkommen gegen Ende des Studiums aus Sicht der Studierenden weniger bedeutsam ist. Demnach stellt sich die Frage mit welchen Aufgaben der Sportmanager in Sportorganisationen betraut ist. Dies führt zur Analyse der Anforderungsprofile in Stellenausschreibungen. Aus den Ergebnissen der Stellenanalyse wird deutlich, dass die interne und externe Kommunikation, die Gestaltung der Organisation sowie das Projektmanagement zentrale Anforderungen des Sportmanagers darstellen. Darüber hinaus werden folgende drei Typen von Sportmanagern auf dem Arbeitsmarkt deutlich: der Kommunikationsmanager, der Marketing- und Sales Manager sowie der Betriebs- und Teamleiter. Zusätzlich zeigen sich unterschiedliche Gewichtungen dieser Typen in den Sportorganisationen. Aufgrund der Heterogenität der Sportorganisationen und der Produktfelder ist es notwendig, neben den Tätigkeitsbereichen die Ähnlichkeiten und Unterschiede von Produktfeldern und Sportorganisation herauszustellen. Ziel der Studie ist es, die Produktfelder zu analysieren, welche in Stellenanzeigen genutzt werden, um Sportmanager anzusprechen. Die Ergebnisse der Untersuchung zeigen, dass öffentliche Sportorganisationen das Produktfeld „Lehren und Ausbilden“ ausschreiben um einen Bewerber anzusprechen, während Non-profit-Organisationen die „Beratung und Betreuung“ sowie das „Produzieren von Events“ herausstellen. Profit-Organisationen versuchen unterdessen mit der „Herstellung von Sportbekleidung und -equipment“, „sportnahen Produktfeldern“ (Tourismus, Gesundheit und Lifestyle) sowie mit dem „Anleiten und Unterstützen“ einen geeigneten Kandidaten anzulocken. Ebenso werden die „Sportvermarktung“ und „Sportberichterstattung“ zur Ansprache genutzt. Die vorliegende Arbeit liefert einen wichtigen Beitrag zur Erforschung der Studierenden- und Arbeitgeberperspektive im Berufsfeld Sportmanagement. Die gewonnen Erkenntnisse tragen zum einen zur Weiterentwicklung und Optimierung von Studiengängen bei. Zum anderen lassen die Ergebnisse Rückschlüsse auf die Anforderungen und Bedürfnisse der Arbeitgeber zu, welche Studierenden als Orientierung auf dem Arbeitsmarkt dienen können.

Questa tesi è una raccolta di due capitoli che indagano due temi distinti di ricerca in economia del lavoro e dell'istruzione. Nel primo capitolo, si studiano gli effetti causali di una nuova politica di ammissione selettiva introdotta presso il Dipartimento di Economia di una importante università private situata nel nord d'Italia. Si trovano significativi miglioramenti nei risultati accademici degli studenti del primo anno che sono esposti alla nuova politica di ammissione in termini di una riduzione del tasso di abbandono scolastico e di un aumento dei crediti compiuti. Nel secondo capitolo di questa tesi, da un'altra parte, si fornisce un'evidenza recente sulla struttura dinamica e di autocovarianza del reddito di lavoro maschile italiano e si caratterizzano gli shock sul reddito del lavoro per tutto il ciclo di vita sfruttando dei dati amministrativa di grande scala provenienti dagli archivi dell'INPS. Osserviamo un aumento sostanziale della varianza del reddito degli individui di età compresa tra 50 e 60 anni. Tali risultati suggeriscono che questo aumento della varianza è guidato dall'aumento della varianza sia del componente transitorio che permanente della disuguaglianza di reddito. Tuttavia, l'accelerazione per gli individui sopra i 50 anni è causato dalla fluttuazione della varianza dei shock transitori. / This thesis is a collection of two chapters that investigate two different research topics in labor and education economics. In the first chapter, we study the causal effects of a new selective admission policy introduced in the Department of Economics at a leading private university located in the North of Italy. We find significant improvements in the academic outcomes of first year students who are exposed to this new admission policy in terms of reduction in the drop-out rate and increase in the average credits. In the second chapter of this thesis, on the other hand, we provide up-to-date evidence on the dynamic and autocovariance structures of Italian males' labor income and characterize labor income shocks over the life-cycle by exploiting a large-scale administrative data from the archives of Italian Social Security Administration (INPS). We observe a substantial increase in the variance of log-incomes of individuals between the ages of 50 and 60. Our results suggest that the latter increase in the variance is driven by the increases in the variances of both transitory and permanent components of income inequality. However, the accelerating pattern after age 50 is caused by the fluctuations in the variance of transitory shocks.

Submitted by MARIA DO CARMO CAPPUTTI MAZZINI null (mariadocarmo_capputti@hotmail.com) on 2017-04-26T02:12:06Z No. of bitstreams: 1 DISSERTAÇÃO VERSÃO FINAL com ficha cat. (2).pdf: 1153749 bytes, checksum: 4888aa563a0adb75827f3f3ae488cc2c (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-04-26T16:42:46Z (GMT) No. of bitstreams: 1 mazzini_mcc_me_mar_par.pdf: 588802 bytes, checksum: a1bb53e909543223dae4f89840d6683b (MD5) / Made available in DSpace on 2017-04-26T16:42:46Z (GMT). No. of bitstreams: 1 mazzini_mcc_me_mar_par.pdf: 588802 bytes, checksum: a1bb53e909543223dae4f89840d6683b (MD5) Previous issue date: 2017-03-31 / O presente estudo teve como objetivo investigar a precarização do trabalho docente na Rede de Educação do município de Marília/SP. Para a compreensão dessa realidade partimos, de um lado, da análise do processo de reestruturação produtiva operada na década de 1970 nos países de capitalismo central que culminou com a instalação de uma nova morfologia social do trabalho, caracterizada pelos aspectos da flexibilização, intensificação e alienação do processo produtivo. Por outro lado, analisamos as políticas públicas educacionais implantadas no Sistema Educacional Brasileiro, da Ditadura Militar ao neoliberalismo, nos anos de 1990, as quais, em conformidade com os interesses do capital, reestruturaram a gestão e a produção do trabalho docente no interior das escolas públicas do país em consonância com a nova morfologia social do trabalho capitalista. Essas transformações atingem a Rede em estudo a partir do processo de municipalização do Ensino Fundamental, impactando de modo negativo no mundo do trabalho docente local e conduzindo a categoria a um intenso processo de precarização. A investigação ocorreu a partir da análise de relatos das professoras pertencentes a quatro escolas da Rede em questão, representativas das regiões da cidade, bem como do estudo das legislações e documentos locais. A partir das análises empreendidas à luz da fundamentação teórica adotada, pretendemos contribuir para o desvendamento das condições objetivas que conduziram e conduzem o processo de precarização do trabalho da categoria e, ao mesmo tempo, apontar as implicações operadas no plano da subjetividade humana. / The present study aimed to investigate the precarization of teachers’ labor at Marilia’s, SP Municipal Education Network. To comprehend this reality, we start from one side, the analysis of the productive restructuration process operated in the 70’s in central capitalism countries which culminated with the installment of a new labor social morphology, marked by processes of flexibilization, intensification and alienation of productive process, inscribed in protocols derived from Taylorism, Fordism and then Toyotism of production organization. On the other hand, we analyzed the educational public policies implanted on the country as a device used by the capital aiming to promote reforms in societal sectors in conformity with market needs. Therefore, we investigated the implemented reforms in the Brazilian Educational System, since the Brazilian Military Government until the neoliberalism, in the 90’s, that restructured the management and production of teachers’ labor inside public schools to be in consonance with the new morphology of capitalist labor. These transformations hit the Network studied from a process of municipalization of Elementary Schools, negatively impacting the world of teachers’ labor and conducting the category to an intense process of precarization. The investigation is based on the analysis of the reports of teachers belonging to four schools of the Network in question, representative of the regions of the city as well as the study of laws and local documents. From these analyses In light of the theoretical basis adopted we intend to contribute to the unraveling of objective conditions that has led the process of precarization of labor of category and, at the same time, point out the implications operated on human subjectivity plan.

Tese realizada nas discussões da Linha de Pesquisa Trabalho, Movimentos Sociais e Educação (TRAMSE), Programa de Pós-Graduação em Educação (PPGEDU), Universidade Federal do Rio Grande do Sul (UFRGS). Tem por base o problema: que contradições fundamentais existem nas concepções políticas do e no trabalho das pedagogas e pedagogos da rede pública, Estadual e Municipal, no Rio Grande do Sul (RS), Brasil? As informações, coletadas entre 2016 e 2017, com dois instrumentos: questionário online e entrevista semiestruturada. Participam duzentas e vinte e um/a Pedagogas/os, de quarenta e seis municípios do RS, das quais, 95% são mulheres que trabalham em diferentes setores da educação básica. A Pesquisa, de natureza qualitativa, com a técnica de triangulação, se apoia, também, nas informações quantitativas, processadas com uso do software IBM SPSS. O método de exposição, à luz do materialismo histórico e dialético. A hipótese central, elaborada a partir dos resultados da pesquisa, afirma que o trabalho das/os pedagogas/os é uma práxis política. Há ênfase na centralidade do trabalho, cujos sentidos não se limitam na sua não redução ao conjunto de tarefas escolares rotineiras. A práxis se objetiva contraditoriamente no trabalho, assim, se destacam duas principais tendências: a) a pedagogia como experiência individual e ênfase na formação cognitiva e, b) a pedagogia como práxis de luta social e processo de organização coletiva. Com efeito, há uma contradição entre a jornada formal que diz respeito à carga horária paga pelo o fundo público e a jornada real, que estende aquela em maior ou menor grau, considerando o tempo destinado ao planejamento, transporte e a tripla jornada de trabalho. Essa contradição, em muitos casos, é invisibilizada, devido ao costume que o senso comum naturaliza por meio da ideologia. As condições da objetivação do trabalho são condicionadas pelo modo de produção vigente, portanto a luta contra a precarização constitui a práxis de trabalhadoras/es que buscam, por dentro das contradições capital-trabalho, resistência e enfrentamento. / The thesis was developed inside the research line Labor, Social Movements and Education (TRAMSE) into the Education Post-graduation Program (PPGEDU) at the Federal University of Rio Grande do Sul (UFRGS). The main question of this research was: what kinds of contradictions exist into the public educators’ conception about politics and labor? In this case, we used the term public educators to reference teachers who have been working for the State (Rio Grande do Sul -RS) and the municipalities in RS, Brazil. The data was collected between 2016 and 2017 using two methodological tools: online survey and semi structured interview. This research had two hundred twenty one educators participating from forty six municipalities in RS; moreover, 95% were women who worked in different basic education’s sectors. Also, this research had a dual nature: quantitative and qualitative. To the quantitative part was used the software IBM SPSS. Then, to the qualitative part was used the methodological triangulation, analyzed by historic dialectic materialism as a theoretical framework. The main hypothesis, concluded by our results showed that the educator’s work is a political praxis. In addition, there is an emphasis on the work’s centrality, whose meanings are not limited in to the set of routine school tasks The praxis appeared in contradiction inside the labor. In this way, is possible to see two tendencies: a) the pedagogy as an individual experience with emphasis into the cognitive formation and b) the pedagogy as praxis by the social struggle and the collective organization process. Consequently, there is a contradiction between the formal journey that is related with the workload paid, and the real journey that embraced the time of transportation, planning, and the extra hours that are not included into the work journey. This contradiction turns invisible for the society by the custom that the common sense has in naturalizes this fact; as a consequence, it is an idea developed by the ideology. The conditions of work’s objectification are delimited by our actual production mode. In this way, the fights against the precarious build the workers' praxis that search for, inside the contradictions of labor-capital, resistance and confront. / Tesis realizada en las discusiones de la Línea Investigación Trabajo, Movimiento Sociales y la Educación (TRAMSE), Programa de Posgraduación en Educación (PPGEDU), Universidad Federal de Río Grande del Sur (UFRGS). Tiene como base el problema: que contradicciones fundamentales existen en la concepciones políticas del y en el trabajo de las pegagogas y pedagogos de la red pública, Estadual y Municipal, en Río Grande del Sur (RS), Brasil? Las informaciones, recogida entre 2016 y 2017, con dos instrumentos: cuestionarios online y entrevista semiestructurada. Participan doscientos veinte una Pedagogas/os de cuarenta y seis municípios de RS, de la cuales, 95% son mujeres que trabajan en diferentes sectores de la educación básica. La investigación, de naturaleza cuantitativa, con la técnica de triangulacion, se apoya también en las informaciones cuantitativa procesadas con el uso del Software IBM MSPSS. El método de exposición, a la luz del materialismo histórico y dialéctico. La hipótesis central elaborada a partir de los resultados de la investigación, afirma que el trabajo de las pedagogas/os es una práxis política Hay un enfoque en la centralidad del trabajo, cujos sentidos no se limitan en su no reducción al conjunto de tareas escolares de la rutina. La práxis se objetiva contradictoriamente en el trabajo, así se destacan dos principales tendencias: a) la pedagogía como experiencia individual y enfoque en la formación cognitiva y, b) la pedagogía como práxis de la lucha social y proceso de organización colectiva. En efecto hay una contradicción entre la jornada formal que se refiere a la carga horária paga por el fundo público y la jornada real, que extiende aquella en mayor o menor grado, considerando el tiempo destinado al planeamiento, transporte y a triple jornada de trabajo. Essa contradicción en muchos casos es invisibilizada debido a la costumbre de que el sentido común se naturaliza por medio de la ideología. Las condiciones de la objetivacion del trabajo son condicionadas por el modo de producción vigente, por tanto la lucha contra la precarizacion constituyen la práxis de trabajadoras/es que buscan, por dentro de las contradicciones capital-trabajo resistencia y enfrentamiento.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-28T19:25:22Z No. of bitstreams: 1 Ângela Beatriz Cavalli Rodrigues.pdf: 16031509 bytes, checksum: 3fb3084288d1655fea8b0bcae25fe60a (MD5) / Made available in DSpace on 2015-04-28T19:25:22Z (GMT). No. of bitstreams: 1 Ângela Beatriz Cavalli Rodrigues.pdf: 16031509 bytes, checksum: 3fb3084288d1655fea8b0bcae25fe60a (MD5) Previous issue date: 2013-02-27 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente tese é o resultado de uma pesquisa na área da Educação, especificamente no campo de conhecimento Trabalho e Educação. Trata-se de um estudo de natureza qualitativa, realizado com servidores públicos investidos no cargo de Operadores de Estação de Tratamento, lotados no Departamento Municipal de Água e Esgotos (DMAE). O estudo contou com a participação de 10 servidores que são responsáveis pelo tratamento de água na capital do estado do Rio Grande do Sul - Porto Alegre. A pesquisa objetivou compreender a atividade de trabalho dos e das responsáveis pelo tratamento de água no contexto de intensificação de normas no setor público. Para atingir o proposto, a questão norteadora foi: "como os operadores de estação de tratamento fazem uso de si, mobilizam e criam valores e saberes para realizarem a atividade de trabalho, em tempos de intensificação de normas no setor público?". Os dados coletados em junho de 2011 foram analisados sob a ótica do referencial da Ergologia. Concluímos que os operadores e operadoras de estação de tratamento já conviviam com um processo de regulamentação e controle no trabalho de tratamento de água, estabelecido pela Portaria nº 2.914/2011, do Ministério da Saúde. Esta regula o trabalho dos profissionais da área e define que água potável é a que atende o padrão de potabilidade por ela estabelecido e que não oferece riscos à saúde. Os operadores e operadoras de estação de tratamento convivem, assim, com normas públicas, como a portaria do Ministério da Saúde, e privadas, como as normas ISO. Nesse contexto, enfrentam cotidianamente o debate entre essas duas normas. O trabalho dos operadores e operadoras está impregnado de valores que reforçam a importância de que a água seja mantida no polo do político, pois se trata de um bem comum que possui relação estreita com a vida, e esta não pode ser mensurada, portanto, não pode ser gerida no polo do mercado. / This dissertation is the result of a research in the field of Education, specifically in the area of knowledge about Labor and Education. It is a qualitative study done with civil servants of the water treatment plants from Departamento Municipal de Água e Esgotos (DMAE). The research was held with the collaboration of 10 servants who are responsible for the water treatment in Porto Alegre, Rio Grande do Sul. The aim of this study was to shed a light over the work of people involved in water treatment in a context where there is an increase of norms ruling the public sector. In order to do so, the main question was: How do operators of water treatment plants employ the use of self, mobilize and create values and knowledge in order to get their work done in times when there is an intensification of norms in the public sector? Data collected in June, 2011 was analyzed under the light of Ergology. Conclusions point out that operators of the water treatment plants have already dealt with a process of regulation and control in the process of water treatment as established in Portaria nº 2.914/2011 by the Brazilian Ministry of Health. This ordinance regulates the labor activity of professionals from the field and defines that drinking water is that which follows its established patterns and which does not offer health risks. The operators of water treatment stations deal with both public norms, such as this ordinance by the Ministry of Health, as well as private norms, such as ISO. Under these circumstances, they have to face the discussion between these norms daily. The work of these operators is soaked in values which state that water should be maintained in its political pole, for it is a common good strictly related to life and cannot be measured, therefore, it cannot be ruled by the market pole.

This study focused on a 1978 teacher strike in the Tucson Unified School District, Pima County, Arizona, and was designed to explore patterns of perceptions and behaviors reported by teachers concerning their involvement in the strike. Teacher perceptions and behaviors were examined in terms of: viewpoints concerning the issues and causes of the strike; attitudes toward the act of striking; choice to either strike or not to strike and the differeing factors which may have influenced the strike decison; feelings of stress occasioned before, during, and after the strike; post-strike relationships with significant others in the school system; and feelings regarding the outcomes of the strike. To implement the research study, a questionnaire was developed to explore teacher attitudes, viewpoints, and reported behaviors regarding various aspects of the strike. The questionnaire was distributed by the Tucson Education Association through the Tucson Unified School District mail distribution system to all 2,751 teachers of the school district. A total of 1,728 teachers participated in the study by completing and returning the questionnaire, which represents approximately 63 percent of the population. Data for the study were derived from the questionnaire responses. The demographic data and strike behavior data were crosstabulated and their significance reported in terms of chi-square statistics. The chi-square indicated a significant relationship between teacher strike behavior and the following demographic variables: teaching level, age, sex, teacher tenure, total years teaching, membership in a professional organization, and spouse being a teacher in the district. Data regarding teacher perceptions and behavior were analyzed and summarized on the basis of the perceptual framework constructed for this study, which was drawn from the literature in social and perceptual psychology. Briefly it included the following five categories: Empathy; Acceptance; Stress; Adequacy; and Perceptual Framework. The following perceptions were reported by teachers regarding: Issues and Causes of the Strike: The reported issues of the strike were salary, discipline, fringe benefits, class size, teacher professionalism, and dignity. The teachers reported that the factors generating the strike were not the issues themselves, but rather the way the issues were handled by the school board, superintendent, and central administration. Influences Upon Strike Behavior: The greatest influence reported by teachers regarding their strike decision was the teachers' association, followed by teachers in their own schools, family, teachers outside their schools, the media, and building principal, in that order. Strike Stresses: Ninety percent of all respondents reported experiencing stress during the strike. Stress was greater among elementary teachers, female teachers, and non-striking teachers. Post-Strike Relationships: Teachers reported more harmonious relationships with fellow teachers and students in their schools following the strike. Teachers reported less harmonious relationships with their supervisors. Strike Perceptions: Teachers reported that the strike produced a greater sense of personal dignity for teachers. The recommendations of the study included the following: A school system should develop and maintain a deep philosophical commitment to the worthiness and dignity of all persons. A continuous and effective communication process should be developed whereby school district administrator and teacher representatives can meet and interact in an atmosphere where every person is encouraged to express his viewpoints. Teachers and school district officials should have an adequate set of board-adopted policies providing orderly processes for dealing with disputes and difference between them. The policy that is adopted should result from the widest possible participation of all concerned groups throughout the community and the school district. The school district, including the school board, administrators, and teaching staff should carefully plan and effectively implement a program for continuous improvement of human relationships throughout the district.