This investigation was designed to study the patterns of perceptions of the central office administrators involved in the 1978 Tucson Unified School District teacher strike. The theoretical framework developed for this study, which was based on perceptual psychology, included the following areas: (1) perception; (2) empathy; (3) adequacy/self-concept; (4) relationships; (5) stress; and (6) perceptual framework. An interview schedule was developed based on the theoretical framework. The schedule utilized a Likert-type attitudinal scale as well as an open-ended comment format. Quantitative data were collected based on the principals' responses to the scale items. Qualitative data were based on comments on each of the scale items. Twenty-one central office administrators who were in those positions at the time of the strike were interviewed in-depth regarding their perceptions on the following aspects of the strike: (1) issues and causes; (2) relationships; (3) stress; (4) post-strike views. All of the data were collected during the field interviews. The central office administrator sample was a volunteer sample selected from the total population based on their willingness to participate. Among the findings, the following appeared to be the most significant: (1) the superintendents and school board were cited most frequently as the major cause of the strike; (2) relationships with any of the significant others were not significantly impacted by the strike; (3) the participants were most stressed during the strike. They indicated the least stress was experienced in the pre-strike period; (4) a break in relationships with significant others, especially teachers, was a major strike concern of the central office administrators; (5) Tucson Education Association was perceived by the majority of the participants to have acted in a responsible manner before and during the strike; (6) the consensus agreement was considered by the majority of the participants to be a fair and equitable resolution to the problem; (7) central office administrators, for the most part, did not perceive the strike as having a negative impact on their effectiveness as central office administrators; and (8) the efforts of the district to effectively meet district educational goals was not negatively impacted by the strike circumstances, according to slightly less than a majority of the participants.

In this study, the investigator sought to ascertain what personal relationships existed within the organizational structure of the Tucson (Arizona) Education Association (TEA), and between these TEA members and the Tucson Unified School District officials before, during, and after the teacher strike of 1978. The investigator reviewed literature in the areas of: (1) labor relations, (2) teacher strike activity, (3) perceptual psychology, (4) relational theory, and (5) organizational theory. On this basis, an interview schedule was constructed to ascertain certain of the personal relationships of selected Tucson Education Association members. Forty members of the Tucson Education Association, selected on the basis of nomination by strike-related TEA leaders, were interviewed utilizing the interview schedule. The data thus collected was collated, analyzed, and presented in the form of: (1) case studies and (2) descriptions of responses grouped by subquestions derived from the statement of the problem. Additional data permitting the construction of a chronology of strike-associated events prior to, during, and after the strike were gathered from local news sources, Tucson Education Association literature, and TEA respondents. The study highlighted the apparent lack of supportive and productive relationships existing between Tucson Education Association respondents and Tucson Unified School District officials before, during, and after the strike. Such human relationships appear, according to this study, to be central to the productivity of a school district's professional staff. From this perception, the investigator suggested that school district management personnel, while concerning themselves with the technical aspects of their organizations, should display an equal concern for the quality of the human relationships within their organizations.

D.Ed. (Educational Psychology) / The problem of strikes in South Africa has infiltrated the whole work industry, and has led to the Municipalities also participating in strike action; this affects service delivery and often has a negative impact on the mental health of those who participate. The overall goal of this study is to develop and describe a psycho-educational model to be used as a framework of reference to facilitate the mental health of workers involved in strike action, before during and after strikes. The research also focused on developing guidelines for operationalisation of the model for impact and sustainability of the therapeutic interventions after the termination phase. Garber's (1972) (in Myburgh, Niehaus &Poggenpoel2000: 150-156) psychoeducational developmental model was employed as a departure premise to for this study in order to capacitate the workers with the skills to manage the effects of strike action. Focus groups as well as individual interviews were held with workers and worker representatives of a Metropolitan Municipality respectively to identify empirical evidence and the central concepts for the model. A theory generative design that is, qualitative, explorative, descriptive and contextual in nature was used to develop the model and the operational guidelines. The model was developed according to the approach of Chinn and Kramer (1991); Walker and Avant (1995) of theory generation, which embraces the following steps: Concept analysis which includes identification of the central concepts for the model through conducting a field study to explore and describe the lived experiences of the workers as well as the worker representatives ...

Research report for the degree of Master of Arts in Industrial Sociology, submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg / This research paper studied the recent labour unrest in the East Rand as there has been a rise in the number of marches and demonstrations led by the precarious workers to several workplaces. [No abstract provided. Information taken from introduction] / 2017

A research report submitted to the Faculty of Health Sciences, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Science in Medicine in the branch of Bioethics and Health Law, Johannesburg, May 2012 / Doctors in the South African public services went on strike in mid-2007, 2009 and 2010. The main issue related to salaries. In my research report I will present arguments concerning the justifiability or not of strike action by South African doctors Thus the laws, codes, and oaths subscribed to by medical practitioners in South Africa will be presented. Doctor's obligations stated in such declarations, and some ethical theories will be presented as they relate to the moral justifiability of doctor's strikes, and to the individual doctor-patient relationship. Arguably, the individual doctor-patient relationship is crucial for a flourishing population and social justice. In the context of this relationship, the potential harms and benefits of strike action for both parties will be discussed. I will suggest that whether justified or not, strikes may not be the right means to achieving the end of excellent healthcare. The aim of the research, ultimately, is optimal health for the South African population with retention of doctors in the public service.

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1982. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH / Bibliography: leaves 177-180. / by Peter Paul Belobaba. / M.S.

Thesis (M.A.)--Georgia State University, 2006. / 1 electronic text (136 p.) : digital, PDF file. Title from title screen. Clifford Kuhn, committee chair; Ian C. Fletcher, committee member. Description based on contents viewed Apr. 5, 2007. Includes bibliographical references (p. 133-136).

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xxxviii, 330 p. : ill. Includes abstract. Includes bibliographical references (p. 327-330).

Thesis (Ph. D.)--University of Wisconsin, Madison, 1999. / Includes bibliographical references (leaves 338-350). Also available on the Internet.

Thesis (Ph. D.)--University of Michigan, 1941. / Published also without thesis note. Includes bibliographical references (p. 221-227) and index.