Teachers' Attitudes toward the possible effects a longer school year might have on a district were investigated. A sample size of 64 teachers from a suburban school district in New Jersey were given a descriptive survey with 22 statements or guest ions pertaining to the effects of a longer school year or day- Questions were developed from literature review findings and from a focus group discussion with teachers on the possible effects a longer school year/day could have on a school district. The results indicated that teachers were unwilling to teach a longer school year/day unless they were compensated for the time. Compensation was the most important factor in a teacher's attitude toward working a longer school calendar. In addition, when given the option of teaching a longer school day, there was no difference between elementary and middle school teachers. Teacher related issues received the most agreement to than other statements and those issues were the best predictors of teachers' attitudes towards a longer school calendar.
Library of Congress Subject Headings
Schedules, School; School year; School day; Teachers--Attitudes
Department, Program, or Center
Department of Psychology (CLA)
Liska, Daniel, "Teachers' attitudes toward the effects of a longer school year or day" (1996). Thesis. Rochester Institute of Technology. Accessed from
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