Permanent and Probationary Teachers I

Permanent and Probationary Teachers  i 
Permanent Employee:
To Be Or Not To Be?
Having tenure is like having a house; if you know you are staying, you are dedicated to making it
the best home possible. – Permanent Teacher, Fontana High School
A Case Study of the Perceptions of Secondary Teachers at Fontana

High School on the Effectiveness of Permanent Employee Status as
Measured by a Likert Scale and Free Response Survey
Presented to the
Department of Educational Leadership
Azusa Pacific University
In Partial Fulfillment
Of the requirements for the Degree
Master of Arts in Educational Leadership
EDL 568
By
Timothy S. McCaffrey
June 9, 2009
Permanent/Probationary Teacher Perceptions  ii 
TITLE, CITATION, & PERMISSION
Azusa Pacific University

Department of Educational Leadership
School of Education and Behavioral Studies
Author: Timothy Stephen McCaffrey
Title: Permanent Employee: To be or not to be?
An unpublished paper presented in a colloquium on Research for Educators at Azusa Pacific

University, California. Date: June 9, 2009
Limited Permission to Photocopy
I give permission to faculty in the School of Education at Azusa Pacific University to make
limited photocopies of this unpublished research report. I understand that the limited
photocopies of my research report may be made available only as reading models for other
teachers and educators engaged in educational research and that the content of my paper may be
used only in discussions among other teachers and educators on ways of designing and reporting
educational research. No part of this report may be reproduced for other purposes without the
written permission of the author, except by a reviewer, who may quote brief passages in a
review.
______________________________________________________________________
Signature Date
Permanent/Probationary Teacher Perceptions  iii 
DEDICATION AND ACKNOWLEDGMENTS
To God be all the glory, honor, and praise.

Permanent/Probationary Teacher Perceptions  iv 
ABSTRACT
Teachers are the primary agent in any child’s education. More than any other facet, teacher
effectiveness helps determine whether students receive a quality education, or if children are
controlled to classrooms where learning is scarce and the probability for a productive and
successful future are minimal. This case study, entitled Permanent Employee: to be or not to
be? seeks to unfold the perceptions of probationary and permanent high school teachers at
Fontana High School on the effectiveness of permanent employee status. After compiling 43
surveys from probationary and permanent teachers at Fontana High School, the findings reveal,
among other discoveries, that the majority of permanent teachers indicate that tenure increases
teachers commitment to teaching while the majority of probationary teachers indicate that tenure
does not increase teachers commitment to teaching.

Permanent/Probationary Teacher Perceptions  v 
TABLE OF CONTENTS
BACKGROUND……………..………………………...…………………………………...……1
PERSONAL CONTEXT FOR STUDY………………………………………….……………..1

SETTING FOR THE STUDY……………………………………………………….………….2
RESEARCH TOPIC……………………………………………………………………….……3
STATEMENT OF THE PROBLEM…………………………………………………………....3
RESEARCH QUESTION…………………………………………………………………….…5
LITTERATURE REVIEW………………………………………………………………..…….5
BELIEFS…………………………………………………………………………………..….....9
ASSUMPTIONS…………………………………………………………………………….…10
DELIMITATIONS…………………………………………………………………………….10
TERMS DEFINED……………………………………………………………...……………..10
STUDY DESIGN…………………………………………………………………………….….11
RESERCH PROCEDURE……………………………………………………………..………11
PARTICIPANTS SELECTED………………………………………………………...………12
PROTOCOL………………………………………………………………………………...…12
FINDINGS………………………………………………………………………………………13
DATA ANALYSIS…………………………………………………………………...………..13
Section 1: Likert Scale Teacher Survey……………………………………………...….13
Section 2: Probationary Teacher Reflective Responses………………………..……….19
Section 3: Permanent Teacher Reflective Responses……………………………..…….26
CONCLUSIONS…………...……………………………………………………………….....34
ADDITIONAL INSIGHTS……………………………………………………………………38
LIMITATIONS…………………………………………………………………………...……39
QUESTIONS FOR FURTHER STUDY………………………………………………………39
REFERENCES………………………………………………………………………………….40
APPENDIXES…………………………………………………………………………………..41
APPENDIX A (Length of Probationary Period by State)…………………………………..…42
APPENDIX B (Teacher Opinions on Tenure)…………..…………………………………..…43
APPENDIX C (All Probationary Teacher Quotes)……………………………………………45
APPENDIX D (All Permanent Teacher Quotes)…………………………………………....…48
APPENDIX E (Teacher Survey) ………………………………………………………...……57
APPENDIX F (Teacher Dismissal Maze)……………………………………………………..59
Permanent/Probationary Perceptions  1 
BACKGROUND
Personal Context for Study
After I signed my first teaching contract in 2006 at Fontana High School, I couldn’t help
but continuously think of the different innovative ways to teach mathematics. My first year of
teaching was magnificent and exceptional as commented by my principal. I was learning
relevant teaching strategies in my credential classes and applying them to my lessons. My
administrators were very impressed with the results my students were producing and the fun
interactive lessons that seasoned permanent teachers were being sent to my room to observe my
lessons.
During my second year teaching at Fontana High, I was having a conversation with an
English teacher. She explained to me how there were teachers in her department who give
worksheets out everyday and get angry when students ask questions. My blood boiled within my
bones as she told me of the injustice that was happening to our children in the public education
secondary schools. I had so many questions: How can this be happening? Do the administrators
know about this? If they did, why don’t they get rid of these teachers or help them? What would
parents say if they knew this was happening? Is this a rare case or are there many cases like
these. After my heated comments and questions to the petite English teacher, she informed me
that administrators typically don’t do anything because it takes years of paperwork to let a
permanent teacher go. I was also informed of the political power the teacher union had and no
one would ever dare to get in their way.
From that day I have thought and researched the process of becoming a permanent
teacher and its effectiveness. It has now been one of my personal and passionate goals to see this
problem become aware in the political educational arena. It saddens me when students tell me
Permanent/Probationary Teacher Perceptions  2 
they have a cool teacher because they do hardly any work in their class. It seems very foreign to
me to see teachers not do their best to motivate their students to learn and give well thought out
lessons. My desire and passion to see students succeed and have the best education possible has
driven the topic of this case study.
Setting for the Study
Fontana High School is located in Fontana, California and is a part of the Fontana
Unified School District. The ethnicity of the schools’ makeup is displayed in the following
chart:
Ethnic Breakdown of Fontana High Students 
*Other includes:  
American Indian (.4%) 
Asian (1%) 
Filipino (.3%) 
Pacific Islander (.4%) 
Multiple (.4%) 
The total number of students enrolled in the 2007-2008 school year is 4,300 and the class
sizes ranged from 32-36 pupils. The high school is situated in a predominately low
socioeconomic area within the San Bernardino county, and approximately 85% of the student
population receive free or reduced price school meals. The high school has been established for
over 50 years. The ethnicity of the campus is comprised of the following: Hispanic-85.8%,
White-6.9%, African-American-4.8%, other-2.5%. The majority of the students are from single
parent or blended-family homes.
In 2007-2008, Fontana High employed 148 teachers who meet all credential requirements
in accordance with the state guidelines. The teacher educational level breakdown is as follows:
2.9% Doctorate, 34.7% Mater’s Degree plus 30 or more semester hours, 0.6% Master’s Degree,
42.2% Bachelor’s Degree plus 30 or more semester ours, and 12.7% Bachelor’s Degree. The
Federal No Child Left Behind Act requires that all teachers in core subject’s areas meet certain
requirements in order to be considered as “NCLB Compliant.” In addition to the 148 teachers
who meet all credential requirements, there are 25 teachers without a full credential and 18 with
an emergency permit who taught at Fontana High.
Research Topic
This case study sought to reveal the perceptions of secondary teachers at Fontana High
School on the effectiveness of permanent employee status.
Statement of the Problem
The following article was in the front page Los Angeles Times by Jason Song titled
“When Firing a Teacher is Almost too Hard to Try” on May 3, 2009:
The eight-grade boy held out his wrists for teacher Carlos Polanco to see. He had just
explained to Polanco and his history classmates at Virgil Middle School in Koreatown
why he had been absent: He had been in the hospital after an attempt at suicide.
Polanco looked at the cuts and said they “were weak,” according to witness accounts in
documents filled with the state. “Carve deeper next time, “ he was said to have told the
boy. “Look,” Polanco allegedly said, “you can’t even kill yourself.” The boy’s
classmates joined in, with one advising how to cut a main artery, according to the
witnesses. “See,” Polanco was quoted as saying, “even he knows how to commit suicide
better than you.”
The school board voted to fire him; however, Polanco contended that he had been
misunderstood and he kept his job. Jason Song writes, “a little-known review commission
overruled the board, saying that although the teacher had made the statements, he had meant no
harm.” This is just one in hundreds of cases that keep teachers in the classroom and negatively
affect our children.
The most recent major change to the state’s probationary policies occurred in 1983 when
the probationary period was shortened from three to two years. Teachers now only have to
show substantial administrative reviews for two consecutive years. Through interviews with
people, principals, teachers, and district administrators, parents and students, L.A. Times writer
found many problems that have arisen from the granting of permanent employee status:
1. Some permanent teachers grow lethargic after they become a permanent employee.
2. The expected level of quality teaching from a probationary teacher is not expected in a
permanent teacher.
3. Dismissing incompetent teachers who are permanent is very expensive and time
consuming for a school district to the point where the hurdles are so high that districts
often purse only the very worst cases—and frequently lose even those.
4. Permanent status protects the exceptional and incompetent teacher.
5. Permanent teachers have no reason to push themselves to be the best teacher possible
unless decided by personal choice.
6. Faced with such frustrations, many principals don’t even attempt to navigate the firing
process. Letting a bad teacher slide or making him someone else’s problem is far easier
than trying to document his failings.
Our children who are going through the public education system need quality teachers; more
specifically, they need a system that will keep teachers accountable and committed to excellence
in the classroom.
Research Question
What are the perceptions of secondary teachers at Fontana High School on the
effectiveness of permanent employee status as measured by a Likert scale and free response
survey?
Literature Review
Teacher Tenure
From 1927 to 1982, California had a three-year probationary period for public education
teachers. Teacher tenure also known as permanent status was designed to protect
schoolteachers, the vast majority of whom were women, against firings as a result of frivolous
rules, and to add a layer of job protection (Bathen, 1999, pp. 11-18). The world has changed
drastically within the last 80 years as we have seen more and more men entering the teaching
profession. Increasingly, California’s tenure law has become a mainstay for the state’s teacher
unions and a key protection for the incompetent (Dawson & Billings, 2000, p.11).
Starting in 1983, the probationary period became a two-year period. Teachers are hired
on a probationary basis, which a district may decide not to rehire the teacher at the end of the
first year, or by May 15 of the second year. Over this time, probationary employees typically
have at least limited legal rights to challenge dismissal decisions. The California School Board
Association states, “Unless the instructor has been tenured in another California district, no
teacher can obtain permanent status before completing two years of service” (1996).
According to a report entitled How California’s K-12 Education System Protects
Mediocrity and How Teachers Quality can Be Improved, “after the two-year probationary
period, most districts grant “permanent status” or tenure as a matter of course” (Dawson &
Billings, 2000). Dr. Ruben Peterson states that those districts that do require teachers to pass
evaluations usually set the bar low enough that very few, if any, teachers fail to make the grade
according to Dr. Ruben Peterson (2000).
Dismissal of a Tenure Teacher
"Let me be clear: If a teacher is given a chance or two chances or three chances but still
does not improve, there's no excuse for that person to continue teaching," President Obama said
in a speech to the U.S. Hispanic Chamber of Commerce. "I reject a system that rewards failure
and protects a person from its consequences.” President Obama continued in his speech, “We
can afford nothing but the best when it comes to our children’s teachers and the schools where
they teach” (Dinan, 2009).
A report by the Pacific Research Institute for Public Policy state, “Once a teacher
receives tenure, it is virtually impossible to dismiss him or her if performance wanes. The state
maintains no official record for the number of firings of tenured teachers” (2000). However,
according to the Office of Administrative Hearings, the state bureau that oversees teacher
dismissal hearings, for the entire state of California between 1990 and 1999, only 227 teacher
dismissal cases ever reached the decision phase in the firing process (2000). Of those 227, the
number of dismissals is unknown. Joseph Walker, former principal of Grant High School in
Van Nuys, says that because of the up hill battles that administrators face in terminating
teachers, “You’re not going to fire someone who’s not doing their job. And if you have
someone who’s done something really egregious, there’s only a 50-50 chance that you can fire
them” (Song, 2009, A1).
While districts can release probationary teachers without cause and at their discretion,
once teachers receive permanent status (tenure status), state law provides districts a specific list
or grounds for dismissal. Tenured teachers can only be dismissed for the following reasons as
summarized from California Education Code 44932:
• Immoral or unprofessional conduct
• Committing, aiding, or advocating the commission of acts of criminal syndicalism
• Dishonesty
• Unsatisfactory performance
• Evident unfitness for service
• Physical or mental condition unfitting him or her to instruct or associate with children
• Persistent violation of or refusal to obey stte law or reasonable state and local
regulations
• Conviction of a felony or of any crime involving moral turpitude
• Advocacy or teaching of communism with the intent of indoctrination
• Knowing membership in the Communist Party
• Alcoholism or drug abuse that makes the employee unfit to instruct or associate with
children.
“Districts are forced”, according to the California School Boards Association (CSBA),
“often out of necessity, to allow bad teachers to remain in the classroom and on the payroll
because the costs in time, money, and human resources to removing them are too great.”
According to the Pacific Research Institute for Public Policy, in 1995 the basic dismissal of one
teacher, before any appeals, was estimated to cost a school district between $10,000 and
$30,000. If one includes the full appeals process, it cost the district as much as $300,000 (p. 7).
The dismissal process is lengthy and complicated. According to Diana Halpenny, general
counsel for the San Juan Unified School District outside Sacramento, “it takes longer to fire a
teacher than convict a murderer” (Dawson, 2000). Mrs. Halpenny also states that the district’s
incentive is to settle quickly. Typically, districts will buy out teacher contracts, agrees to pay
between $30,000 and $100,000 for teachers to leave.
Assuming a district does bring charges against a teacher, the process proceeds as follows
(Dawson & Billings, 2000, pp. 12-13):
1. School board must vote and issue written charges to determine weather the dismissal is
appropriate.
2. Teacher is notified with the most recent evaluation attached that he or she will be
dismissed in 30 days unless he or she requests a hearing.
a. If the accusation is unprofessional conduct, the district must give an additional 45
day notice prior to the 30-day notice.
b. If the grounds for dismissal are unsatisfactory performance, the district must give
an additional 90-day notice.
3. If a hearing is requested, the school board decides if the dismissal process will continue.
4. School board provides a written accusation, if it proceeds.
5. If the teacher requests a hearing, it must be conducted by a three-member Commission of
Professional Competence, comprised of an administrative law judge (ALJ), a member
selected by the teacher, and a member selected by the district.
6. An evidentiary hearing is conducted.
7. The panel issues a ruling by majority vote to either reinstate or dismiss. The decision
may be appealed to the California Superior Court. Further appeal may be made to the
State Court of Appeals, after which the teacher is either dismissed or reinstated (See
Appendix F).
Beliefs
One of the greatest influences of young people is the public education system. A medical
doctor has a patient’s life in his or her hands when doing surgery. When the architects were
carefully designing the Golden Gate Bridge, precise mathematics calculations had to be made in
order to ensure the safety of the millions of people who cross it each year. Students who go
through the public school education system deserve the best teachers who are making every
effort to serve their students. This is why I believe gaining and continuing to keep permanent
teacher status needs to be revised. There are teachers who make every effort to reach their
students by considering multiple intelligences, implementing differentiated instruction,
technology, and other relevant teaching strategies. It is these teachers who administrators love
having because they are there for the students. These types of teachers are free to do what they
do best: teach and inspire their students, and not worry about any self-seeking political agenda
from administrators.
However, teachers who give worksheets and sit at their desks while students struggle
with the material should not be able to rest in their job security by being a permanent teacher. It
seems laziness, apathy or poor performance often aren’t firing offenses. I believe this is one of
the most important jobs and with great responsibility comes accountability. I believe permanent
and probationary teachers need to be held accountable and be expected to perform at the highest
level possible. I do not believe the field of education should eliminate permanent teacher status;
rather, it needs to be revised to get the incompetent teachers the help necessary to be an
exceptional teacher or remove them from the classroom entirely.

Assumptions
The investigator assumed that:
• The respondents answered all the survey questions honestly and accurately.
• The respondents’ answers to the survey are representative of the total teacher population.
• The respondents’ answers could have responded differently if the survey were given four
months earlier due to permanent and probationary receiving reduction in force (RIF)
notices in March.
• The survey instrument provided sufficient data upon which to draw conclusions.
• The conclusions drawn from the findings are accurate and logical.
Delimitations
This study utilized a Likert Scale survey along with free response questions prepared by
the researcher from teachers at Fontana High School during the month of April 2008 – 2009
school year. Fontana High School is located in central Fontana in the Fontana Unified School
District, California. All teachers were asked via email to answer the survey questions regarding
their opinion on the effectiveness of permanent and probationary employees in the public
schools. Teachers who had permanent and probationary status were asked the same questions.
Terms Defined
The following terms will be used throughout the paper:
1. Permanent (tenure) Status: At the start of a teacher’s third consecutive year at the same
school district, certificated employees are considered permanent (or tenured).
2. Probationary (non-tenure) Status: Under current state law, certificated employees serve
a probationary period during their first two years of service with the same school district.
STUDY DESIGN
Research Procedure
In early November of 2008, the researcher presented a proposed case study to his policy
and politics class on effectiveness of permanent employee status as perceived by educational
leaders and teachers in the Fontana Unified School District. The researcher’s professors looked
at him as he stroked his hand through his beard, “Oh wow, I haven’t seen anyone do a case study
like this before.” He explained to the researcher that it was going to be difficult to obtain data on
the topic due to its political and sensitive content. The researcher met with two professors from
Azusa Pacific University and designed a research instrument to capture the data needed for the
study. The researcher met with his principal and reviewed the case study with him. He
approved and supported the researcher’s ambition to tackle such a topic; however, he was leery
about how he was going to collect data.
After consideration, the researcher decided the political realities were not practical to survey
all principals and assistant principals in his district and decided to focus on the teachers’
perceptions at his school. The researcher sent his protocol to his principal for review and was
approved a few days afterwards. Surveys were then distributed to all teachers via email. The
researcher sent out three reminders and requests to complete the survey. After survey results
were completed, the researcher spent more than ten hours analyzing the Likert scale and free
response questions.
The researcher performed a literature review with much difficulty trying to find K-12 peer
review articles of teacher permanent status. The researcher analyzed and designed charts from
the Likert scale and free response data according to the teachers’ reported perceptions. The
researcher sought out assistance from Azusa Pacific University library research specialist. The
researcher drew conclusions based on the collected data.
Participants Selected
The participants in this case study came from Fontana High School. Out of 148 teachers
employed at the school, 30% (43) of the teachers at Fontana High choose to participate in the
survey. Of the 43 participants, 77% (33) of those teachers were permanent employees and 23%
(10) were probationary teachers.
Protocol
The following nine questions were used to survey the teachers at Fontana High School.
Teachers were given the option to respond using a Likert scale and/or free response. The
response options were Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree
(SD).
1. What is your current tenure status?

2. Being tenured has increased / will increase my commitment to excellence in teaching.
3. Being tenured has made / will make me more effective instructionally.
4. Being tenured has helped / will help me create a more positive relationship with my
students.
5. Collaboration with my colleagues has improved / will improve as a result of gaining

tenure.
6. Prior to receiving tenure, I was hesitant to voice my opinion on school, community,

or political issues.
7. Two years is the appropriate amount of time to serve as a probationary teacher.
8. I would still want to be a teacher even if tenure were not granted.
9. Having tenure has made / will make me feel professionally secure.

FINDINGS
Data analysis
The 33 permanent and 10 probationary teachers responded to eight items that were
ranked on a Likert Scale. The teachers answered each question by recording how strongly they
agreed or disagreed with each statement, and then were given space to comment on their answer.
The responses to the Likert Scale questions are analyzed first following the teachers free
response questions. The responses are displayed below with corresponding descriptions.
Section 1: Likert Scale Teacher Survey

Table 1 Commitment to Excellence in Teaching
Permanent Teachers Probationary Teachers All Teachers

(n=33) (n=10) (n=43)
2. Being tenured SA A D SD SA A D SD SA A D SD
has increased /
will increase my
commitment to 7 13 5 7 2 2 5 1 10 16 10 7
excellence in
teaching.
21% 40% 15% 21% 20% 20% 50% 10% 23% 37% 23% 16%
Item Summary:
• Sixty-one percent (61%) of the permanent teachers agreed or strongly agreed that tenure has
increased/will increase their excellence in teaching.
• On the contrary, 60% of the probationary teachers disagreed or strongly disagreed that tenure
has increased/will increase their excellence in teaching.

• Collectively, 60% of all respondents agreed or strongly agreed that tenure has increased/will
increase their excellence in teaching and 39% of all respondents disagreed or strongly
disagreed that tenure has increased/will increase their excellence in teaching.
Table 2 Instructionally more Effective

(n=33) (n=10) (n=43)
has made / will
make me more
8 10 8 6 2 1 3 3 11 10 11 9
effective
instructionally.
24% 30% 24% 18% 20% 10% 30% 30% 26% 23% 26% 21%
Item Summary: 
• Fifty-four percent (54%) of permanent teachers agreed or strongly agreed that tenure has
made/will make them more effectively instructionally.
• On the contrary, 60% of probationary teachers disagreed or strongly disagreed that tenure has
made/will make them more effective instructionally.
• Collectively, 49% of all respondents agreed or strongly that tenure has made/will make them
more effective instructionally and 47% of all responds disagreed or strongly disagreed that
tenure has made/will make them more effective instructionally.

Table 3 Positive Student Relationship

(n=33) (n=10) (n=43)
has helped / will
help me create a
more positive 11 9 6 6 1 3 2 3 12 13 8 9
relationship with
my students.
33% 27% 18% 18% 10% 30% 20% 30% 28% 30% 19% 21%
Item Summary: 
• Sixty percent (60%) of permanent teachers agreed or strongly agreed that tenure has
helped/will help create positive relationship with their students.
• On the contrary, 50% of probationary teachers disagreed or strongly disagreed that tenure has
helped/will help create positive relationships with their students.
• Collectively, 58% of all teachers agree or strongly that tenure has helped/will help create
positive relationships with students and 40% of all teachers disagree or strongly disagree that
tenure has helped/will help create positive relationships with students.
Table 4 Collaboration with Colleagues

(n=33) (n=10) (n=43)
5. Collaboration SA A D SD SA A D SD SA A D SD
with my colleagues
has improved / will 10 8 10 3 1 1 6 1 11 10 17 4
improve as a result
of gaining tenure. 30% 24% 30% 9% 10% 10% 60% 10% 26% 23% 40% 9%
Item Summary: 
• Fifty-four percent (54%) of permanent teacher agreed or strongly agreed that collaboration
with their colleagues has improved/will improve as a result of gaining tenure.
• On the contrary, 70% of probationary teachers disagreed or strongly disagreed that
collaboration with their colleagues has improved/will improve as a result of gaining tenure.
• Collectively, 49% of all teachers agreed or strongly agreed that collaboration with their
colleague has improved/will improve as a result of gaining tenure and 49% of all teachers
disagreed or strongly disagreed that collaboration with their colleagues has improved/will
improve as a result of gaining tenure.
Table 5 Voicing your Opinion

(n=33) (n=10) (n=43)
6. Prior to SA A D SD SA A D SD SA A D SD
receiving tenure, I
was hesitant to
voice my opinion 19 5 4 3 3 4 2 0 22 10 6 3
on school,
community, or
political issues. 57% 15% 12% 9% 30% 40% 20% 0% 51% 23% 14% 7%
Item Summary: 
• Seventy-two percent (72%) of permanent teachers agreed or strongly agreed that they were
hesitant to voice their opinion on school, community, or political issues prior to receiving
tenure.
• Also, 70% of probationary teachers have been/are hesitant to voice their opinion on school,
community, or political issues.
• Collectively, a landslide of 77% of teacher’s were/have been hesitant to voice their opinion
on school, community, or political issues.

• Only 21% of all teachers have not been reserve in voicing their opinion on school,
community, or political issues due to not receiving tenure.
Table 6 Two year Probationary Period

(n=33) (n=10) (n=43)
7. Two years is SA A D SD SA A D SD SA A D SD
the appropriate
amount of time to
10 11 7 4 0 6 2 0 8 18 4 4
serve as a
probationary
teacher. 30% 33% 21% 12% 0% 60% 20% 0% 19% 42% 9% 9%
Item Summary: 
• Sixty-three percent (63%) of permanent teachers agreed or strongly agreed that two years is
an appropriate amount of time to serve as a probationary teacher.
• Sixty percent (60%) of probationary teachers agreed or strongly agreed that two years is an
appropriate amount of time to serve as a probationary teacher.
• The majority of all teachers (61%) agreed or strongly agreed that two years is an appropriate
amount of time to serve as a probationary teacher.

Table 7 Teaching Without Tenure

(n=33) (n=10) (n=43)
8. I would still SA A D SD SA A D SD SA A D SD
want to be a
teacher even if
9 8 7 6 3 5 2 0 12 13 9 6
tenure were not
granted.
27% 24% 21% 18% 30% 50% 20% 0% 28% 30% 21% 14%
Item Summary: 
• Fifty-one (51%) of permanent teacher agreed or strongly agreed that they would still want to
be a teacher even if tenure was not granted.
• Just about all of the probationary teachers (80%) agreed or strongly agreed that they would
still want to be a teacher if tenure was not granted.
• Collectively, 35% of all the teachers disagreed or strongly disagreed that they would not
want to be a teacher if tenure was not granted.
Table 8 Professionally Secure

(n=33) (n=10) (n=43)
9. Having tenure SA A D SD SA A D SD SA A D SD
has made / will
make me feel 16 7 4 4 3 1 5 0 19 8 9 4
professionally
secure. 48% 21% 12% 12% 30% 10% 50% 0% 44% 19% 21% 9%
Item Summary:
• Sixty-nine percent (69%) of permanent teachers agreed or strongly agreed that tenure has
made/ will make them feel professionally secure.
• On the contrary, 50% of probationary teachers disagreed or strongly disgreed that tenure has
made/ will make them feel professionally secure.
• Collectively, 63% of all teachers agreed or strongly agreed that tenure has made/will make
them feel professionally secure and 30% of all the teachers disagree or strongly disagreed
that tenure has made/will make them feel professionally secure.
Section 2: Probationary Teacher Reflective Responses

The 33 permanent and 10 probationary teachers were given the choice to freely respond
to the eight items with their own description. The teachers’ responses are summarized under the
“Responsive Summaries” column. Statements with a number in parenthesis indicate the number
of teachers who generally said the same thing. Teacher quotes have been selected from the
researcher. All quotes from probationary and permanent employees can be found in Appendix C
and D.
Table 9 Probationary Commitment to Excellence in Teaching
Question Response Summaries Representative Quotes
2. Being tenured Tenure has nothing “I don’t believe that a piece of paper is capable of dictating the level
has increased / to do with of commitment that I will put on to my job.”
will increase my commitment to
commitment to excellence (4). “It absolutely will. Without tenure a teacher is at the mercy of every
excellence in
whim of their administration. Due to administrators often being
teaching. High expectations focused on political agendas the individual student’s needs are not
and commitment given first priority. It is my job as a teacher to fight for the student’s
are increased when needs and provide them with an education that instills wisdom and
given tenure (3). confidence. Tenure will provide me the necessary cover to go up
against a set of peoples, who are often (not always) motivated by
other agendas, and fight to provide my students with excellent
instruction, materials and experiences.”
“Either your committed or you’re not, tenure has nothing to do with

it.”
“I believe in high expectations regardless with students. In regards

to district business – my commitment will increase with tenure
status.”
Four of the respondents indicated that tenure had no influence on commitment to
excellence. However, three respondents indicated high expectations and commitment to be
closely linked to having tenure.

Table 10 Probationary Instructionally more Effective
3. Being tenured The Effectiveness “It’s not so much having the title of “tenure.” But rather the
has made / will of a teacher experience and time on that will make me more effective.”
make me more instructionally
effective comes with time “Tenure has nothing to do with effective and ineffective teachers in
instructionally.
(3). both camps. “
Effectiveness has “Great teaching comes with experience so the longer you’ve been
nothing to do with teaching the better teacher you’ll become.”
gaining permanent
status (2).
Three of the respondents indicated that the elapse of time in gaining tenure produces a
more effective teacher. However, two of the respondents indicated gaining tenure does not
produce a more effective instructional teacher.
Table 11 Probationary Positive Student Relationships
4. Being tenured Students need “I think all teachers need to create a positive relationship with
has helped / will teachers who are students, tenured or not.”
help me create a committed to them
more positive and who are willing “If a student knows that your first priority and concern is their well
relationship with
to build healthy being then a relationship of trust and respect is instinctively built.”
my students.
relationships (2).
“Students tend to have an unspoken respect for permanent status
teachers.”
“My teaching is separated from my employment status.”

Two of the respondents indicated that teachers need to be committed and dedicated to
building positive relationship with their students regardless of being tenure or not. However, one
teacher indicated their employment status and relationship with students are not related.
Table 12 Probationary Collaboration with Colleagues
5. Collaboration Teachers will voice “The collaboration with my colleagues has improved because of
with my colleagues concerns openly my desire to improve my skills and become a skillful educator.”
has improved / will during
improve as a result collaboration when “Being a passive passerby makes me more likeable. Once I’m
of gaining tenure.
they earn tenure tenured and once I start voicing concerns, I already know who
(4). will passionately hate me.”
“Absolutely, teachers who are tenured are free to be creative, to

look out for their student’s needs without fear of retribution from
a power hungry, politically motivated administrator.”
“Collaboration is almost more important now, as a non-tenured

teacher; however, it should remain consistent once tenure status is
gained.”
Four of the respondents indicated that teachers who are tenure would express their
opinion more openly. However, one respondent indicated that tenure has no effect on expressing
their opinion openly.

Table 13 Probationary Voicing your Opinion
6. Prior to Teachers are “I already hear comments like, “you’re not even a real teacher and
receiving tenure, reserve to be you walk around like you are one”. I laugh it off and make jokes,
I was hesitant to opinionated and to but it hurts, so I just shut up. If my voice doesn’t count because of
voice my opinion voice their “true” my tenure status, why waste energy?”
on school, opinions due to
community, or being a “I’m biding my time, and towing the line with no hiccups until it’s
political issues. probationary safe to come out and fight for my students again.”
Teacher (6).
“I haven’t experienced this personally, but I’ve seen teacher in other
districts who were too vocal or opinionated and as a result they were
not asked back.”
“As a non-tenured teacher I feel that I have to keep the peace and
not make waves.”
“I don’t want to say something that my evaluation disagrees with

and get bad evaluations.”
Six of the probationary respondents indicated that they have been / would be hesitant to
voice their opinion on school, community, or political issues due to them not receiving tenure.
One teacher felt that non-tenure teachers need to keep the peace and not upset the apple card.
Table 14 Probationary Two year Probationary Period
7. Two years Time is a key factor “Everyone needs time to learn about students and the school,
is the in producing the culture, system, coworkers, supervisors…”
appropriate quality effective
amount of teachers (2) “I don’t know that any amount of time is appropriate or
time to serve
inappropriate.”
as a
probationary
teacher. “I think it should be longer so that there is more pressure to
perform well in the first five years (at least). However,
observations and restrictions can/should decrease after 2
years.”
“For some teachers, two years is the appropriate amount of

time; however, some teachers just have a talent where they can
teach at the get go.”
Two teachers indicated time as being a factor to producing quality effective teachers.
One teacher suggested increasing the probationary period from two years to five years.
Table 15 Probationary Teaching Without Tenure
8. I would Teachers have “I teach because I like working with teenagers. Being tenured
still want to chosen to be will make things stable, but I won’t leave the teaching
be a teacher professional profession simply because I’m not tenured.”
even if educators because
tenure were
of their passion to “I am not here to gain any type of status. I am here for a
not granted.
make a difference purpose and for the fact that I love this age group. Tenure
in their students cannot fulfill or take away from that joy.”
lives (2)
“Tenure means nothing to me at this point. People who are
Teachers would tenured can still be fired or let go.”
have still pursued a “This is the case for a lot now that people have been RIF’d.”
teaching career
regardless of being
granted tenure or
not (3)
Three respondents indicated they will still would have gone into teaching regardless if a
school district granted tenure or not. Two of the respondents indicated a strong passion to make
a difference in the lives of youth and the granting of tenure didn’t affect this.
Table 17 Probationary Professionally Secure
9. Having Tenure teacher’s “Having tenure will make me feel financially secure.”
tenure has have received pink
made / will slips this year (2) “As we have seen this year, even tenured teachers have
make me feel received pink slips.”
professionally
secure
“Nope. People with 4-5 years of permanent status were let
go. If there is no $$, tenure doesn’t really matter – does it?”
Two teachers stated that permanent teachers have been given reduction in force (RIF)
notices for the 2008 – 2009 school year. One teacher indicated that gaining tenure has made
them financially secure.

Section 3: Permanent Teacher Reflective Responses

Table 17 Permanent Commitment to Excellence in Teaching
Question Response Summaries Respondent Quotes
2. Being Teachers gaining “Being tenured allows me to explore more avenues that suit my
tenured has tenure increases own personal teaching style as opposed to constantly adapting to
increased / the level of new and uncomfortable techniques that can be forced on us by
will increase commitment and administrators without the protection of tenure.”
my
quality of
commitment
to excellence
Teaching in the “I feel that there is safety in tenure but my commitment to the job
in teaching. classroom (5) is not affected by it. Perhaps knowing I have some protection
allows me the freedom from the fear that might stifle how
Gaining tenure creatively I teach. Tenure protects me but does not motivate
allows a teacher to me…that comes from inside me.”
move freely in his
or her classroom “Being tenured has reinforced my commitment to excellence.”
by being creative
when planning “My commitment to excellence has nothing to do with tenure!”
lessons (2)
“Having tenure is like having a house, if you know you are
Being a committed
staying, you are dedicated to making it the best home possible.”
teacher should be a
characteristic of
every teacher (9).
Gaining tenure has
nothing to do with
commitment to
excellence in
teaching (4)
Five teachers indicated that gaining tenure increases the level of commitment and quality
of teaching in the classroom. Two teachers stated that gaining tenure allows them to be creative
while planning lessons. Nine teachers agreed that being a committed teacher should be a
characteristic of every teacher.

Table 18 Permanent Instructionally more Effective
3. Being Gaining tenure “I feel I am more free to try different approaches to the
tenured has and becoming a individual types of student and class personalities that will help
made / will more effective them connect better to the material. Without tenure, my
make me more instructional teaching creativity always felt stifled by the fear of being
effective
teacher are “politically incorrect” and losing my job because of it.”
instructionally.
unrelated (6)
“I am more effective because I have freedom from
Teachers are free inappropriate interference from administration and/or parents
to explore with agendas not related to teachers, such as the curriculum,
different activity in the union, standing up for my rights, or arbitrary and
approaches and capricious decisions by others.”
teaching strategies
in the classroom “I no longer have to worry about keeping a job; therefore, I can
when they have experiment without worrying. No one is ever penalized for
tenure (5) experimenting, but doing what you know in an observation is
more comfortable and safe.”
Teachers are
motivated and
“No. I am committed to doing my job as best I can. This
committed to
philosophy started the day I was hired as a teacher.”
being an effective
instructional
“I have strong commitment to my students regardless of my
teacher regardless
tenure status.”
of gaining tenure
(4)
Six teachers indicated that gaining tenure and becoming a more effective instructional
teacher are unrelated. Five teachers stated that gaining tenure has allowed them the freedom to
explore different approaches and teaching strategies in the classroom. Four teachers agreed that
their motivation and dedication to being an effective instructional teacher is not founded on
gaining tenure.
Table 19 Permanent Positive Student Relationships
4. Being Gaining tenure “Relationships will only evolved if a teacher posses this passion.
tenured has plays no role in a So many students are kicked to the curb because they have been
helped / will teachers labeled as a so-called bad student. I believe every student should
help me commitment to be embraced with open arms regardless of their past history just
create a
building positive as our heavenly father does for his children.”
more
positive
relationships with
relationship students (7) “I don’t think tenure has had an effect on my relationships w/
with my students. However, the confidence and security gained with
Teachers are more tenure may have helped me in many ways in the classroom.”
students.
open and
responsive to “Maybe it’s just me…but being tenured plays an almost non-
students personal existent part in my performance as a classroom teacher in day-
situations due to to-day situations.”
gaining tenure (3)
“I’m less worried about complaints from students to
Teachers building
administration should this issue arise.”
relationships with
students comes
“I disagree. Tenure has nothing to do with creating a more
from a desire they
positive relationship with my students.”
have and not
motivated by
“When a person is safe and secure they can build strong
gaining tenure (3)
relationships.”
“I am more relaxed and candid with students because I don’t

have to be aloof about an administrator disagreeing with my
“style” and trying to change me to fit their belief system.”
Seven teachers indicated that gaining tenure does not play a role in a teacher’s
commitment to building positive relationships among their students. Three teachers stated they
are more open and responsive to student’s personal situations when they have tenure. Also, three
teachers stated that building strong personal relationships with students is a personal passion and
is not a result of a teacher gaining tenure.

Table 20 Permanent Collaboration with Colleagues
5. Collaboration Teachers gaining “This comes down to trust, it seems that others are
with my colleagues tenure do not more willing to work with you if they trust that you are
has improved / will improve competent at your job.”
improve as a result collaboration
of gaining tenure.
amoung colleagues “Yes, time in district increases familiarity with
(3). colleagues, improves relationships, and knowing you
will be offered employment in the future gives you a
Teachers will stake in building healthy, working relationships.”
increase the quality
of collaboration “This just depends on the organization of a department,
when colleagues and on an individual seeking help based on wanting to
trust one another be better. I’m neutral on this.”
(2).
“I don’t think being tenured has a effect either way for
Teachers increase
collaboration.”
collaboration
among colleagues
on a need basis (3).
Collaboration
increases the longer
a teacher teachers
(2).
Three teachers indicated that gaining tenure does not improve the collaboration among
colleagues. Two teachers stated that trust is the key factor when collaboration will improve
among colleagues. Three teachers stated that collaboration improves when teachers have
specific needs. In addition, two teachers indicated that collaboration among colleagues improves
the longer a teacher teaches.

Table 21 Permanent Voicing your Opinion
6. Prior to Teachers have “Fear of reprisal by superiors is very real when your job status
receiving feared supervisors relies solely on the opinion of one supervising administrator. It is
tenure, I was and administrators in this situation that personal vendettas (both real and perceived)
hesitant to (5) can come into play thereby breaking down morale and
voice my
confidence in the legitimacy of the system.”
opinion on One teacher stated
school, that new
community, “Yes, I was. I didn’t want to draw attention to myself. A friend
probationary of mine gave me this advice ‘Watch your back. Watch what you
or political
teachers are not say. Just go into the classroom and teach your ear out.’”
issues.
hesitant to voice
their “true” “You best keep your mouth shut around here until you get
opinions (1). tenure.”
Tenure provides
“I don’t want to say something that my evaluator disagrees with
safe net and
and get bad evaluation.”
comfortable
environment to
“I do think new teachers are often afraid to voice opinions.”
voice your opinion
(2)
“I am more comfortable expressing my ideas and point of view.”
Five teachers stated at one time or another they have feared administrators and/or
supervisors while being a probationary teacher. One teacher stated that new probationary
teachers are not hesitant to voice their opinion on school, community, or political issues. Two
teachers indicated that they felt safe and comfortable to voice their opinion once they gained
tenure.
Table 22 Permanent Two Year Probationary Period
7. Two years Some Teachers “This seems to be an okay amount of time, however at the end
is the need more time of the probation period a teacher is either tenured or let go. In
appropriate than others to gain some cases if a teacher needs a little more time to hone his
amount of tenure (1). teaching skills and get over that green rookie hump an extended
time to serve
probation might be a good solution. And what’s wrong with a
as a Struggling
probationary
more extensive training process if everyone involved is
probationary committed, the teacher should be better off in the end.”
teacher. teachers need extra
assistance after the “I think 5 years is more reasonable. I think anyone can be on
two year marker their best behavior for two years.”
(2)
“I think if an administrator is doing their job correctly (frequent
Five years is a
observations of new teachers), at the end of 2 years he/she
reasonable
should know if a teacher has what it takes. I know of some
probationary time
teachers who only got tenured because the administrator did not
frame (2).
complete the correct paperwork.”
Administrators ‘s
adequately doing “5 years! Two years can be initial enthusiasm, five years builds
their job will take habit and structure.”
care of lazy and
lethargic teachers “Gives you a chance to really see if you have what it takes to
(1) handle high school students. Very challenging for new
teachers.”
Two years is a
significant time for “We all know good teachers exist and poor/ineffective teachers
teachers to see if exist. The best way to discourage poor teachers from remaining
they are in the in the profession would be the “opportunity” to deny them
right career (1). tenure for several years”
Administrators can
discourage “bad”
teachers by not
granting them
tenure (1)
One teacher indicated the need for more time for the probationary teacher while trying to
earn tenure. Another teacher stated that if administrators did their job well, that would eliminate
the number of lethargic teachers in the classroom. In addition, a teacher stated that two years is a
significant amount of time for a teacher to determine if they are going to continue in the field of
education. Two teachers suggested that struggling probationary teachers need additional
assistance and time to gain tenure.
Table 23 Permanent Teaching Without Tenure
8. I would It is very difficult “This not an easy scenario to imagine. Right now tenured or not
still want to to fire a tenure the teacher’s union is extremely powerful and is highly
be a teacher (2). committed to its members. In regard to job security if you have a
teacher fair amount of time in, and by comparison to other jobs, teachers
even if There would be a should feel fairly safe. In other words, it is very difficult to fire a
tenure were high level of stress
not
teacher without a very strong reason.”
if tenure were not
granted. granted (3). “With all of the pressures we face in today’s modern litigious
society, the lack of tenure exposes all parties to high levels of
If tenure were not
stress and self-preservation. When an administrator can end your
granted, teachers
career at any given time for little or no explanation that provides
would be at the
too much temptation for the abuse and fear of that power. Power
mercy of an
corrupts and absolute power corrupts absolutely.”
administrator (2).
If tenure were not “I would certainly consider other options where longevity and
granted, this would individual achievement is honored. In the business world your
cause teachers to individual effort and ability is rewarded with pay increase and
regularly assess increased responsibility, there is no parallel in the teaching
themselves (1). profession.”
“The pressure would be too stressful.”
“In no way do I want to fall victim to these ever changing,

reckless five year wonders with their “lean and hungry”
attitudes.”
Two teachers stated that it is very difficult to terminate a permanent employee. Three
teachers agreed there would be a high level of stress if tenure were not granted. Two teachers
indicated that administrators would have too much power over a teacher due to tenure not being
granted. One teacher stated teachers would need to regularly self-assess their performance if
tenure was no longer granted.
Table 24 Permanent Professionally Secure
9. Having Tenure protects “I feel that I can use my own discretion to make the decisions
tenure has teachers from that I see best fit the needs of my curriculum, students, and
made / will administrators community. Risks can be taken in the presentation of materials
make me feel with personal that may not be most appropriate in the minds of people outside
professionally
agendas (2). the classroom, but pay great dividends in the increased
secure
connection that students feel to the material being discussed.
Tenure allows Constantly fearing that the powers that be will be offended and
teachers to teach terminate my livelihood has and always will belong in the
according what the worlds of repressive regimes, not a democracy. You may not
students need (2). agree with my exact methods, but whose results are showing
progress.”
Tenure makes
teachers feel
“Site administrators can be self-centered, mean-spirited
respected and
Napoleons. I have seen enough pettiness on the part of
appreciated (1).
administrators to be fearful of any erosion of a teacher’s rights.”
“Tenure allows me the freedom to teach what is expected by the

state. It allows me to fairly and adequately assess and grade
students regardless of their associations with influential parties,
or administrators changing grades or pressuring me to change
grades in an effort trying to keep their schools and programs
afloat. Tenure allows me professional integrity in dealing with
students, parents, colleagues, and the community.”
“Not in this climate, where teachers seem to be disposable and

not highly regarded for their profession.”
Two teachers indicated that tenure protects teachers from administrators with personal
agendas. Also, two teachers agreed that tenure allows teachers to teach according to the
student’s need and not particularly following a pacing guide. One teacher feels respected and
appreciated as a result of gaining tenure.
Conclusions
The research question asked, “What are the perceptions of secondary teachers at Fontana
High School on the effectiveness of permanent employee status as measured by a Likert scale
and free response survey?” The following conclusions were drawn based upon the analysis of
the data:
Probationary Teacher Perceptions

Sixty percent (60%) of the probationary teachers disagreed that tenure will increase their
excellence in teaching. These probationary teachers indicated their passion and desire to see
students succeed and gaining tenure was not fueling it. For example, one teacher stated, “I’ve
always had a strong commitment to excellent teaching. Being tenured has no affect on how I
want to do my job well, to the best of my ability as a teacher.”
Sixty percent (60%) of probationary teachers disagree that tenure will make them more
effective instructionally. The majority of teachers indicated that time was a key ingredient in
becoming an effective instructional teacher. For example, one teacher stated, “It’s not so much
having the title of ‘tenure’ but rather the experience and time on that will make me more
effective.”
Fifty percent (50%) of probationary teachers disagree that tenure will help create positive
relationships with their students. Teachers recognized the need for students to have teachers who
are committed and willing to build healthy relationships. For example, one teacher stated, “If a
student knows that your first priority and concern is their well being [sic] then a relationship of
trust and respect is instinctively built.”

Seventy percent (70%) of probationary teachers disagree that collaboration with their
colleagues will improve as a result of gaining tenure. Many of the teachers desired to increase
their skills and glean from seasoned teachers. For example, one teacher stated, “Collaboration is
almost more important now, as a non-tenured teacher; however, it should remain consistent once
tenure status is gained.”
Twenty percent (70%) of probationary teachers are hesitant to voice their opinion on
school, community, or political issues. An overwhelming number of probationary teachers
reserved to be opinionated and voice their “true” opinions on school, community, or political
issues. For example, one teacher stated, “I already hear comments like, ‘you’re not even a real
teacher and you walk around like you are one.’ I laugh it off and make jokes, but it hurts, so I
just shut up. If my voice doesn’t count because of my tenure status, why waste energy?”
Sixty percent (60%) of probationary teachers agree that two years is an appropriate amount
of time to serve as a probationary teacher. Many of the teachers agreed that time was a key
factor in becoming a quality and effective teacher. The majority believed two years was
adequate time to show adequate growth as a beginner teacher. However, some thought a longer
probationary period would be more effective. For example, one teacher stated, “I think it should
be longer so that there is more pressure to perform well in the first five years (at least).
However, observations and restrictions can/should decrease after 2 years.”
Eighty percent (80%) agree that they would still want to be a teacher if tenure was not
granted. Interestingly, the majority of teachers did not deem tenure to be an important factor
when considering the educational field. Statements from teachers such as, “I teach because I like
working with teenagers,” and “ I am here for a purpose and for the fact that I love this age group.
Tenure cannot fulfill or take away from that joy” is the reason many hope go into teaching.
Fifty percent (50%) of probationary teachers disagree that tenure will make them feel
professionally secure. In the midst of many probationary teachers receiving reduction in force
(RIF) notices, it is no surprise to see half of the probationary teacher indicate no financial
security tied with tenure. For example, one teacher stated, “People with 4-5 years of permanent
status were let go. If there is no $$ [sic], tenure doesn’t really matter – does it?”
Permanent Teacher Perceptions
Sixty-one percent (61%) of the permanent teachers agreed that tenure increases their
excellence in teaching. One teacher simply put it this way, “Having tenure is like having a
house, if you know you are staying, you are dedicated to making it the best home possible.”
Tenure has given teachers a sense of freedom to be creative while planning lessons.
Fifty-four percent (54%) of permanent teachers agree that tenure has made them more
effective instructionally. Teachers are free to explore different approaches and teaching
strategies in the classroom when they have tenure. For instance, one teacher stated, “I feel I am
more free to try different approaches to the individual types of student and class personalities
that will help them connect better to the material. Without tenure, my teaching creativity always
felt stifled by the fear of being ‘politically incorrect’ and losing my job because of it.”
Sixty percent (60%) of permanent teachers agree that tenure has helped create positive
relationship with their students. Teachers are more open and responsive to students due to
gaining tenure. For example, one teacher stated, “When a person is safe and secure, they can
build strong relationships.” On the contrary, there was a significant amount of teachers who
repeatedly indicated that there was no connection between building relationships and gaining
tenure. For example, “Relationships will only evolved [sic] if a teacher posses this passion. So
many students are kicked to the curb because they have been labeled as a so-called bad student. I
believe every student should be embraced with open arms regardless of their past history just as
our heavenly [sic] father [sic] does for his children.”
Fifty-four percent (54%) of permanent teacher agree that collaboration with their
colleagues improves as a result of gaining tenure. Collaboration increases with additional factors
such as trust among colleagues, need basis, and longevity. One teacher stated, “This comes
down to trust, it seems that others are more willing to work with you if they trust that you are
competent at your job.”
Seventy-two percent (72%) of permanent teachers agree that they were hesitant to voice
their opinion on school, community, or political issues prior to receiving tenure. Teachers have
been hesitant to voice their opinions for reasons such as fear of reprisal by administrators, fear of
not being politically correct, and fear of getting a bad evaluation. One teacher stated, “Fear of
reprisal by superiors is very real when your job status relies solely on the opinion of one
supervising administrator. It is in this situation that personal vendettas (both real and perceived)
can come into play thereby breaking down morale and confidence in the legitimacy of the
system.” Many teachers made statement such as “I am more comfortable expressing my ideas
and point of view” when they have tenure.
Sixty-three percent (63%) of permanent teachers agree that two years is an appropriate
amount of time to serve as a probationary teacher. As stated by the teachers, two years gives a
teacher a “chance to really see if [they] have what it takes to handle [the] high school students.”
It was also suggested by some that additional help be given to struggling probationary teachers.
Fifty-one (51%) of permanent teachers agree that they would still want to be a teacher
even if tenure was not granted. On the contrary, here are all the factors to take into consideration
if tenure were not granted: (1) high level of stress, (2) teachers being at the mercy of one
administrator, and (3) no job security. One teacher stated, “With all of the pressures we face in
today’s modern litigious society, the lack of tenure exposes all parties to high levels of stress and
self-preservation. When an administrator can end your career at any given time for little or no
explanation that provides too much temptation for the abuse and fear of that power. Power
corrupts and absolute power corrupts absolutely.”
Sixty-nine percent (69%) of permanent teachers agree that tenure has made them feel
professionally secure. There were three reoccurring themes that emerged from the teachers: (1)
Tenure protects teachers from administrators with personal agendas, (2) tenure allows teachers to
teach according to what the students need, and (3) tenure makes teachers feel respected and
appreciated. For instance, one teacher stated, “I feel that I can use my own discretion to make the
decisions that I see best fit the needs of my curriculum, students, and community.”
Additional Insights
There were distinct and compelling differences among the permanent and 
probationary teachers perceptions.  Over three quarters of the probationary teachers 
agreed or strongly agreed that they would still be teachers if tenure were not granted.  
Conversely, half of the permanent teachers would still want to be a teacher if tenure was 
not granted.  Just over half of the permanent teachers agreed that gaining tenure has 
improved collaboration among colleagues.  However only one fifth of the probationary 
teachers agreed or strongly agreed that collaboration will improve as a result of gaining 
tenure.   Over half of the permanent teachers agreed or strongly agreed that tenure has 
made them more effective instructionally.  Also, over half of the probationary teachers 
disagreed or strongly disagreed that tenure has made/will make them more effective 
instructionally.  The most significant discovery in the eyes of the researcher was the 
potential power tenure and lack thereof between the two types of teachers.  Sixty-one
percent (61%) of the permanent teachers agreed or strongly agreed that tenure has increased/will
increase their excellence in teaching. On the contrary, sixty 60% of the probationary teachers
disagreed or strongly disagreed that tenure has increased/will increase their excellence in
teaching.
Limitations
• The validity of the results may be limited by the short amount of time to conduct the
study.
• The moderate number of respondents may have limited the ability to generalize the
findings for a larger population or to other schools settings.
• The study examined the perceptions of the respondents at the time of the study.
Questions for Further Study
1. What would the effects of performance incentives for teachers?
2. What would the effects of replacing the teacher tenure system with performance contracts
for teachers and principals?
3. What would the effects of differential pay for the state’s public school teachers to
compensate for the uneven distribution of teachers across academic subjects?
4. What have other researchers and educational leaders suggested in order to address the
teacher tenure challenge?
5. Would the opinions of probationary teachers change after having taught for at least 10
years?
REFERENCES
Bathen, S. (1999). Tracing the Roots of Teacher Tenure.  California Journal. 11‐18 
California Education Code 44932.  Retrieved May 31, 2009.  From the California law 
Web site: http://www.leginfo.ca.gov/cgibin/waisgate?WAISdocID=8192%2051 
9214+0+0+0&WAISaction=retrieve 
Dawson, T. C., & Billings, K. L. (2000) Unsatisfactory Performance: How California’s
K-12 Education System Protects Mediocrity and How Teachers Quality can Be
Improved. Pacific Research Institute for Public Policy
Dawson, T. (2000, April 4).  Telephone interview 
Dawson, T. (2000, February 22).  Telephone Interview with the Office of  
Administrative Hearings. 
Dawson, T. (2000, March 15).  Telephone interview with Ms. Diana Halpenny 
Dinan, S. (2009, March 11).  Obama to build on Bush school plan.  The Washington  
Times.  Web site: http://www.washingtontimes.com/news/2009/mar/11/  obama‐
to‐build‐on‐bush‐education‐plan/ 
Rreport by the Task Force on Teacher Tenure (1996). California School Board
Association, p. 2-4
Song, J. (2009, May 3). When Firing a Teacher is Almost too Hard to try.  Los  
Angeles Times, pp. A1, A16. 
APPENDIXES
Appendix A Length of Probationary Period by State
Appendix B Teacher Opinions on Tenure
Appendix C All Probationary Teacher Quotes
Appendix D All Permanent Teacher Quotes
Appendix E Teacher Survey
Appendix F Teacher Dismissal Maze

Appendix A: Length of Probationary Period by State

Appendix B: Teacher Opinions About Tenure

43 Respondent’s (33 Permanent Teachers, 10 Probationary Teachers)
2. Being SA A D SD SA A D SD SA A D SD
tenured has
increased / will
7 13 5 7 2 2 5 1 10 16 10 7
increase my
commitment to
excellence in 21% 40% 15% 21% 20% 20% 50% 10% 23% 37% 23% 16%
teaching.
tenured has
made / will 8 10 8 6 2 1 3 3 11 10 11 9
make me more
effective 24% 30% 24% 18% 20% 10% 30% 30% 26% 23% 26% 21%
instructionally.
tenured has
helped / will 11 9 6 6 1 3 2 3 12 13 8 9
help me create
a more positive
relationship 33% 27% 18% 18% 10% 30% 20% 30% 28% 30% 19% 21%
with my
students.
5. SA A D SD SA A D SD SA A D SD
Collaboration
with my 10 8 10 3 1 1 6 1 11 10 17 4
colleagues has
improved / will 30% 24% 30% 9% 10% 10% 60% 10% 26% 23% 40% 9%
improve as a
result of
gaining tenure.
6. Prior to SA A D SD SA A D SD SA A D SD
receiving
tenure, I was
hesitant to 19 5 4 3 3 4 2 0 22 10 6 3
voice my
opinion on 57% 15% 12% 9% 30% 40% 20% 0% 51% 23% 14% 7%
school,
community, or
political issues.
7. Two years is SA A D SD SA A D SD SA A D SD
the
appropriate 10 11 7 4 0 6 2 0 8 18 4 4
amount of time
to serve as a
probationary
teacher.
30% 33% 21% 12% 0% 60% 20% 0% 19% 42% 9% 9%
8. I would still SA A D SD SA A D SD SA A D SD
want to be a
teacher even if 9 8 7 6 3 5 2 0 12 13 9 6
tenure were
not granted. 27% 24% 21% 18% 30% 50% 20% 0% 28% 30% 21% 14%
9. Having SA A D SD SA A D SD SA A D SD
tenure has
made / will 16 7 4 4 3 1 5 0 19 8 9 4
make me feel
professionally 48% 21% 12% 12% 30% 10% 50% 0% 44% 19% 21% 9%
secure.
Appendix C: All Probationary Teacher Quotes

• “I don’t believe that a piece of paper is capable of dictating the level of commitment that I
will put on to my job.”
• “Knowing that I’ll be around will definitely make me more committed, although I think I am
very committed right now as a long term sub.”
• “It absolutely will. Without tenure a teacher is at the mercy of every whim of their
administration. Due to administrators often being focused on political agendas the individual
student’s needs are not given first priority. It is my job as a teacher to fight for the student’s
needs and provide them with an education that instills wisdom and confidence. Tenure will
provide me the necessary cover to go up against a set of peoples, who are often (not always)
motivated by other agendas, and fight to provide my students with excellent instruction,
materials and experiences.”
• “Either your committed or you’re not, tenure has nothing to do with it.”
• “I’ve always had a strong commitment to excellent teaching. Being tenured has no affect on
how I want to do my job well, to the best of my ability as a teacher.”
• “By the time that I am tenured, the lessons I present and the material I teach will become
more familiar, so I can focus on depth of the material as well as student interest.”
• “I believe in high expectations regardless with students. In regards to district business – my
commitment will increase with tenure status.”
• “Knowing you’ll stick around will make you do things more proactively. Things like
changing curriculum, teaching methods and assessment methods will be important. Honestly,
right now, knowing that I might not stay, I am just trying to stay afloat and not engage in
conflicts. I think I’ll get more vocal if I were tenured. Tenure has noting to do with effective
instruction. There are effective and in3ffective teachers in both camps.”
• “It’s not so much having the title of ‘tenure’ but rather the experience and time on that will
make me more effective.”
• “Tenure has nothing to do with effective and ineffective teachers in both camps.”
• “Great teaching comes with experience so the longer you’ve been teaching the better teacher
you’ll become.”
• “My effectiveness has nothing to do with permanent status.”
students.
• “I think all teachers need to create a positive relationship with students, tenured or not. Gota
live in the moment. The students need me today, right now, whether I’m tenured or not.”
• “If the first comment I made is true, then invariably this is also a true statement. If a student
knows that your first priority and concern is their well being then a relationship of trust and
respect is instinctively built. “
• “Students tend to have an unspoken respect for permanent status teachers.”
• “This comment is a bit true because when I don’t have to be evaluated I feel more free to be
who I am as a teacher. I guess I feel more comfortable.”
• “Again, my teaching is separated from my employment status.”

tenure.
• “The collaboration with my colleagues has improved because of my desire to improve my

skills and become a skillful educator.”
• “Being a passive passerby makes me more likeable. Once I’m tenured and once I start
voicing concerns, I already know who will passionately hate me.”
• “Absolutely, teachers who are tenured are free to be creative, to look out for their student’s
needs without fear of retribution from a power hungry, politically motivated administrator.”
• “Collaboration is almost more important now, as a non-tenured teacher; however, it should
remain consistent once tenure status is gained.”
• “From my point of view, no. But colleagues may take it more seriously with tenured status.”
6. Prior to receiving tenure, I was hesitant to voice my opinion on school, community, or
political issues.
• “I already hear comments like, “you’re not even a real teacher and you walk around like you
are one”. I laugh it off and make jokes, but it hurts, so I just shut up. If my voice doesn’t
count because of my tenure status, why waste energy?”
• “When I was a brand new teacher, I started out full of ideals and excitement. I got my first
assignment, three year ago, at a high school and my eyes were thrown open as I witnessed
one political agenda after the other and saw my student’s need being purposely overlooked. I
was altruistic in my thoughts and in my idea of how the world should work. I stepped up. I
voiced my concern, I went to my “trusted” admin team…the same team that told me that they
were committed to helping my students and that they were committed to helping me help my
students…what I got was a nightmare. I was railroaded and lied to by one administrator after
the other, eventually labeled a troublemaker. I contacted the union, my whole department
rallied around me. They valiantly fought a losing battle. I had no protection whatsoever.
The lawyer admitted that the things happening to me were a blatant targeting even stating
that it was “more than a little fishy, “ however, with the way a non tenured teacher’s contract
is worded there was nothing they could do. After two years I was given a notice of non-
reelect. My students wrote letters and created a petition, parents were outraged, my
department and fellow teachers were appalled. There was nothing anyone could do under the
shadow of a politically motivated power hungry administrator. The experience almost
destroys me. A year of torture, of being lied to and lied to and then eventually lied about was
almost more than I could take. Something broke and I lost a bit of my altruism, my hope in
other people, my assumption that education was really about education. Now, in a new
school, again without tenure…I am extremely cautious, extremely careful and sadly, a little
less I used to be. I’m biding my time, and towing the line with no hiccups until it’s safe to
come out and fight for my students again.”
• “I haven’t experienced this personally, but I’ve seen teacher in other districts who were too
vocal or opinionated and as a result they were not asked back.”
• “As a non-tenured teacher I feel that I have to keep the peace and not make waves.”
• “I don’t want to say something that my evaluation disagrees with and get bad evaluations.”
• “I am extremely vocal, however I watch what I say aloud for fear of not being offered tenure
status because I am seen as a ‘problem causer’.”
• “Everyone needs time to learn about students and the school, the culture, system, coworkers,
supervisors…”
• “I don’t know that any amount of time is appropriate or inappropriate.”
• “I think it should be longer so that there is more pressure to perform well in the first five
years (at least). However, observations and restrictions can/should decrease after 2 years.”
• “For some teachers, two years is the appropriate amount of time; however, some teachers just
have a talent where they can teach at the get go.”

• “I teach because I like working with teenagers. Being tenured will make things stable, but I
won’t leave the teaching profession simply because I’m not tenured.”
• “I both agree and disagree with this statement. I would have the desire to do it, however I
don’t know that I could live with the kind of teacher I’d have to be to keep a job without
tenure. It is my nature to stand up for what is right, to fight for the underdog, to expose that
which is done under the cover of night. I may be less able to take a stand now, but only the
thought of once again being able to be an advocate for my students keeps me holding on until
that time.”
• “I am not here to gain any type of status. I am here for a purpose and for the fact that I love
this age group. Tenure cannot fulfill or take away from that joy.”
• “Tenure means nothing to me at this point. People who are tenured can still be fired or let
go.”
• “This is the case for a lot now that people have been RIF’d.”
9. Having tenure has made / will make me feel professionally secure
• “Having tenure will make me feel financially secure.”

• “As we have seen this year, even tenured teachers have received pink slips.”
• “Nope. People with 4-5 years of permanent status were let go. If there is no $$, tenure
doesn’t really matter – does it?”
10. Additional comments
• “That level of job security removes the incentive to consistently strive for the best-review by
administration do not have as great effect on improving teaching practices (I would think).”
• “Tenure is not always a good thing.”
• “Seems a little of to give this when there are RIF’d employees and tenure status seems to be
the problem. A tenured employee is not necessarily a good employee and then even harder
to get out of the system. How is the quality of education taken into consideration?”
Appendix D: All Permanent Teacher Quotes

• “I have more security to spend money and time taking classes.”

• “I believe that whatever you do, you must always make your best effort.”
• “Being tenured allows me to explore more avenues that suit my own personal teaching style
as opposed to constantly adapting to new and uncomfortable techniques that can be forced on
us by administrators without the protection of tenure…besides, having tenure doesn’t mean
you cannot be removed, it means they must have a very GOOD reason to do so.”
• “Being permanent has made no difference in anything related to my teaching. It just doesn’t
figure in. This answer covers many of the questions below. So, skip to question 6.”
• “I believe a teacher should be committed to excellence regardless of how long they have
been teaching. This is a quality every teacher should posses.”
• “My commitment to teaching is not connected to my permanency, but it does increase the
likelihood I will remain in the profession.”
• “I have not changed since I was probationary. I am still motivated.”
• “I feel that there is safety in tenure but my commitment to the job is not affected by it.
Perhaps knowing I have some protection allows me the freedom from the fear that might
stifle how creatively I teach. Tenure protects me but does not motivate me…that comes from
inside me.”
• “I’ve always had a strong commitment to excellent teaching. Being tenured has not affect
how I was to do my job because I always do my job well, to the best of my ability as a
teacher.”
• “I’m neutral on this response really. My commitment comes from wanting to do what is right
and what will help.”
• “Being tenured has reinforced my commitment to excellence.”
• “It takes a long time to learn how to be a teacher. Tenure relieves the pressure of trying to
please a lower level administrator and frees one to grow.”
• “It’s not tenure as much as being done with school to get my degree. Now I have more time
and energy to devote to teaching.”
• “I perform duties that are not technically a part of my job description. I do this out of a sense
of duty feeling that this institution is my “home away from home.” Without some sort of
“property interest,” I’m not sure I would feel the same way.”
• “I have strong commitment to my students regardless of my tenure status.”
• “Knowing I have a job the next year I would invest in materials and training for my subject
matter.”
• “My commitment to excellence has nothing to do with tenure!”
• “Having tenure is like having a house, if you know you are staying, you are dedicated to
making it the best home possible.”
• “The longer you do something, the better you are at it.”

• “I feel I am more free to try different approaches to the individual types of student and class
personalities that will help them connect better to the material. Without tenure, my teaching
creativity always felt stifled by the fear of being “politically incorrect” and losing my job
because of it.”
• “This can only occur if teachers are willing to humble themselves and open their minds to
new and inspired concepts, strategies, and criticism from fellow colleagues.
• “Apples and oranges... two unrelated concepts.”
• “I have not changed since I was probationary. Still motivated.”
• “I am more effective because I have freedom from inappropriate interference from
administration and/or parents with agendas not related to teachers, such as the curriculum,
activity in the union, standing up for my rights, or arbitrary and capricious decisions by
others.”
• “I no longer have to worry about keeping a job; therefore, I can experiment without
worrying. No one is ever penalized for experimenting, but doing what you know in an
observation is more comfortable and safe.”
• “No. I am committed to doing my job as best I can. This philosophy started the day I was
hired as a teacher.”
• “Claremont school of education preaches that a typical teacher will learn and improve for the
first seven years. It takes two years to find the faculty bathroom for some! Tenure allows
real teacher to reach their full potential.”
• “I look for and at ways to improve more now, than at any other point in my career including
when I was new.”
• “Great teaching comes with experience so the longer you’re been teaching the better teacher
you’ll become.”
• “I have attended district training to help me become more effective.”
• “I teach well and to students of excellence whether tenured or not.”
• “I don’t think tenure has anything to do with instruction.”
• “I want to improve every year for my students.”
• “Makes me more relaxed and wiling to be innovative.”
students.
• “I feel more secure – I won't be moved away from them.”

• “There has been is more academic freedom…”
• “Again, the more experience you have, the more comfortable you are with the people that are
around.”
• “I feel free to be more open and honest with my students about their situations and my own.
Even if I am disagreeing with a school policy, the students need to know that I am enforcing
it because it is the right thing to do…’we are free to disagree with the law, but not to
disobey’…Without tenure there is the fear that mere disagreement with the rules can get you
terminated.”
• “If tenure means that the administration will support and view more favorably my efforts to
participate in multiple aspects of our community, then I SA, if not, it doesn’t affect me in the
least.”
• “Relationships will only evolve if a teacher posses this passion. So many students are kicked
to the curb because they have been labeled as a so-called bad student. I believe every student
should be embraced with open arms regardless of their past history just as our heavenly
father does for his children.”
• “I don’t think tenure has had an effect on my relationships w/ students. However, the
confidence and security gained with tenure may have helped me in many ways in the
classroom.”
• “This question is skewed. The connection between tenure and in-class personal
relationships isn’t readily apparent.”
• “I have not changed since I was probationary. Still motivated.”
• “Maybe it’s just me…but being tenured plays an almost non-existent part in my performance
as a classroom teacher in day-to-day situations. I think what improves student relationships
over time is the experience you gain daily. What is inappropriate or unsuccessful vs. what is
appropriate and successful does not change…but a teacher’s intuition about it does.”
• “I’m less worried about complaints from students to administration should this issue arise.”
• “I disagree. Tenure has nothing to do with creating a more positive relationship with my
students.”
• “When a person is safe and secure they can build strong relationships.”
• “I am more relaxed and candid with students because I don’t have to be aloof about an
administrator disagreeing with my “style” and trying to change me to fit their belief system.”
• “This comment is a bit true because when I don’t have to be evaluated I feel more free to be
who I am as I teacher. I suppose I feel more comfortable with my students.”
• “I believe if I know I have a job next year I would be a happy person and it would reflect
with the students.”
• “Being part of permanent staff is helpful with students.”

tenure.
• “I don't think it has any effect at all.”
• “This comes down to trust, it seems that others are more willing to work with you if they
trust that you are competent at your job.”
• “I have been better able to provide my own advice to younger teachers about finding their
own styles within the curriculum without fear of being considered a ‘bad influence’ on the
newer teachers…collaboration with tenured colleagues takes place more on an as needed
basis.”
• “Just as any other occupation becoming comfortable with your colleagues does make the
work environment more enjoyable and the willingness take on difficult challenges is
embraced.”
• “Yes, time in district increases familiarity with colleagues, improves relationships, and
knowing you will be offered employment in the future gives you a stake in building healthy,
working relationships.”
• “Again, this question misses the mark. Collaboration occurs through cooperation. Whatever
role experience plays is subjective and based on individual situations.”
• “If you are being honest and collaborative, what would tenure do to help or hinder you?”
• “This just depends on the organization of a department, and on an individual seeking help
based on wanting to be better. I’m neutral on this.”
• “Tenure hasn’t changed collaborating with colleagues. We just don’t collaborate enough,
period.”
• “With experience comes trust and confidence.”
• “With a property interest, which is what tenure is, a person takes ownership in their school
and becomes sensitive to their colleagues’ needs as well as their own
• “Tenure has not affect on me.”
• “I don’t think being tenured has a effect either way for collaboration.”
• “Being part of permanent staff gives others a good reason to invest in relationships.”
• “I think collaboration increases with experience and tenure has little to do with it.”
6. Prior to receiving tenure, I was hesitant to voice my opinion on school, community, or

political issues.
• “I had a very "strong" principal when I started – he scared me to be honest.”

• “I don’t believe that one’s job would ever be in jeopardy, as a result of your opinion, unless
this opinion influences your performance as a teacher or compliance to enforcing official
school policy.”
• “Fear of reprisal by superiors is very real when your job status relies solely on the opinion of
one supervising administrator. It is in this situation that personal vendettas (both real and
perceived) can come into play thereby breaking down morale and confidence in the
legitimacy of the system.”
• “I have never been hesitant to voice my opinion even in my first couple of years.”
• “Yes, time in district increases familiarity with colleagues, improves relationships, and
knowing you will be offered employment in the future gives you a stake in building healthy,
working relationships.”
• “I have always expressed my opinion. As a retired marine I have always taken charge.”
• “Everyone is different…I tend to have very few filters when it comes to voicing an opinion
as long as I feel that I am safe to do that. However, I think most everyone is inhibited to vice
an opinion if they fear retribution. Tenure helps to provide a safety net from unreasonable or
petty revenge or from losing your position in order to get ride of your vocal opposition.”
• “No one wants to fall on the bad side of an evaluating administrator.”
• “Yes, I was. I didn’t want to draw attention to myself. A friend of mine gave me this advice
“Watch your back. Watch what you say. Just go into the classroom and teach your hear out.”
• “You best keep your mouth shut around here until you get tenure.”
• “I don’t want to say something that my evaluator disagrees with and get bad evaluation.”
• “Teachers are in a very precarious position before tenure, due to the fact that you can be let
go for any reason and the reason is not shared with you when you are asked to leave.”
• “I didn’t open my mouth about any issues fear of my job.”
• “I do think new teachers are often afraid to voice opinions.”
• “I am more comfortable expressing my ideas and point of view.”

• “Some will take longer but become excellent teachers after 2 years.”
• “This seems to be an okay amount of time, however at the end of the probation period a
teacher is either tenured or let go. In some cases if a teacher needs a little more time to hone
his teaching skills and get over that green rookie hump an extended probation might be a
good solution. And what’s wrong with a more extensive training process if everyone
involved is committed, the teacher should be better off in the end.”
• “Honestly it depends on the performance of the individual during their probationary period.
Some new teachers come in with a great degree of experience from subbing, coaching, and
the private world, and can show great aptitude for the profession early on, even in the 1st
year. Some may need to extend the period if they struggle to come to grips with the nuances
of interpersonal relationships at all levels of the campus structure…If a teacher seems to have
too greatly blurred the line between adult and child, or fails to understand the adult to adult
professional dealings, they may need a longer period under observation.”
• “I think 5 years is more reasonable. I think anyone can be on their best behavior for two
years.”
• “This does allow the district adequate time to evaluate a teacher and award them with
permanent status. This is an achievement which should be celebrated by an individual teacher
and the entire staff as well.”
• “I think if an administrator is doing their job correctly (frequent observations of new
teachers), at the end of 2 years he/she should know if a teacher has what it takes. I know of
some teachers who only got tenured because the correct paperwork was not completed by the
administrator.”
• “5 years! Two years can be initial enthusiasm, five years builds habit and structure.”
• “It takes 7-8 yrs before new teachers even realize that they don’t have all the answers. And
any administrator with less than 10-15 yrs in the classroom is deluding himself in thinking
that ‘he knows what its like.’”
• “Gives you a chance to really see if you have what it takes to handle high school students.
Very challenging for new teachers.”
• “Yes. The district should be able to ascertain your fitness by then.”
• “The first year a new teacher is just trying to stay alive and get used to the system. The
second”
• “It should be in stages 2 years gives you a teacher to be reviewed in 2 more years than 5
years after that. 7 years than 10 years.”
• “We all know good teachers exist and poor/ineffective teachers exist. The best way to
discourage poor teachers from remaining in the profession would be the “opportunity” to
deny them tenure for several years.”
• “For some teachers, two years is the appropriate amount of time; however, some teachers just
have a talent where they can teach at the get go.
• It should be longer ¾ years.”
• “I think two years is an appropriate time, the first year you are following your school
credential training. The second year the person should feel more comfortable to step out of
the box.”
• “This is the only job where it takes 2 years to become a permanent employee. In other union
shops it takes 90 calendar days.”
• “When I taught before it was 3 years, so 2 years ok.”
• “I had 3 years.”

• “This not an easy scenario to imagine. Right now tenured or not the teacher’s union is
extremely powerful and is highly committed to its members. In regard to job security if you
have a fair amount of time in, and by comparison to other jobs, teachers should feel fairly
safe. In other words, it is very difficult to fire a teacher without a very strong reason.”
• “With all of the pressures we face in today’s modern litigious society, the lack of tenure
exposes all parties to high levels of stress and self-preservation. When an administrator can
end your career at any given time for little or no explanation that provides too much
temptation for the abuse and fear of that power. Power corrupts and absolute power corrupts
absolutely.”
• “YES! Originally I only planned to teach for about 5 years, so permanence didn’t mean much
to me.”
• “Touching the lives of students I have instructed has blessed my life beyond measure.
Teachers are in a priceless position which should be embraced with honor and love.”
• “I would certainly consider other options where longevity and individual achievement is
honored. In the business world your individual effort and ability is rewarded with pay
increase and increased responsibility, there is no parallel in the teaching profession.”
• “Teaching people’s children is a minefield these days. The populous is so intent on blaming
others for all society’s ills, and teachers are a prime target. The stress is already high enough
without worrying about job security every year.
• The pressure would be too stressful.”
• “Yes, because this is the profession I have chosen. I would want to have a strong teacher’s
union to support me in case of any conflict.”
• “In no way do I want to fall victim to these ever changing, reckless five year wonders with
their ‘lean and hungry’ attitudes.”
• “Difficult to ‘self-assess’- since I believe I am a good, effective teacher. But it would
definitely cause me to pause and self-assess.”
• “Tenure means nothing to me at this point. People who have tenure can still be fired/ or let
go.”
• “I don’t think I would want a year-to-year contract for teaching. That is no enough time to
show what a teacher is capable of doing in the classroom.”
• “Absolutely.”
• “What else would I do? I love my subject matter and I want others to love it as well.”
9. Having tenure has made / will make me feel professionally secure
• “You are vulnerable to the whims of administrators without it.”

• “My answer is in reference to time. Tenured teachers usually continue in the profession, thus
gaining more time and seniority.”
• “I feel that I can use my own discretion to make the decisions that I see best fit the needs of
my curriculum, students, and community. Risks can be taken in the presentation of materials
that may not be most appropriate in the minds of people outside the classroom, but pay great
dividends in the increased connection that students feel to the material being discussed.
Constantly fearing that the powers that be will be offended and terminate my livelihood has
and always will belong in the worlds of repressive regimes, not a democracy. You may not
agree with my exact methods, but whose results are showing progress.”
• “NO! Being a good teacher makes me feel like I have done my job well.”
• “This does give me a sense that I am appreciated and respected.”
• “Site administrators can be self-centered, mean-spirited Napoleons. I have seen enough
pettiness on the part of administrators to be fearful of any erosion of a teacher’s rights.”
• “Tenure allows me the freedom to teach what is expected by the state. It allows me to fairly
and adequately assess and grade students regardless of their associations with influential
parties, or administrators changing grades or pressuring me to change grades in an effort
trying to keep their schools and programs afloat. Tenure allows me professional integrity in
dealing with students, parents, colleagues, and the community.”
• “My job feels safer than most in not just this sector, but in the general work force.”
• “Definitely, I know that I cannot be fired without due process.”
• “That’s the idea.”
• “Not in this climate, where teachers seem to be disposable and not highly regarded for their
profession.”
• “I agree it makes a person feel secure in their job and they know they are not going to get laid
off at the end of each school year.”
• “At one time- now I know better. Often it depends on the school, subject you teach etc. At
any time they can get rid of a course and you can be gone!”
• “Given what’s happening with the budget; NO WAY!”
10. Additional comments

• “’Tenure’ is a 2-edged sword and a necessary evil. Many non-educators believe that ‘tenure’
means that a teacher can get away with almost anything, but it is really only a requirement
that due process must be used in disciplining or firing a teacher for cause. Depending on the
administrators involved, incompetent, insubordinate, or lazy teachers with tenure can still be
fired if they cannot adjust their practices. If the site administrators are unwilling to jump
through the hoops, then a poorly-functioning teacher can take advantage of that and in the
past, they frequently have done that. On the other hand, tenure of some type is probably
necessary to prevent some serious employment issues. For instance, as teachers gain years of
experience and education, and move higher on the salary scale, a desperate or unscrupulous
administration could realize that they could hire two new teachers for the price of one
experienced, highly educated teacher. They could end up making a practice of trumping up
charges against the higher-paid teachers or simply letting them go if the teachers had no
protection against this. A situation like that would seriously affect the longevity of teachers
within the system and would also greatly diminish the attractiveness of teaching as a career.”
• “Some people are born to teach. Others need to work very hard and over time become
competent in their job. There is also a final group that are not born teachers, but are not
willing to learn the job. Simply said, some tenured teachers should not be afforded this level
of professional security if they are not effective and are not willing to work to improve.”
• “Tenure is a protective issue that prevents personal prejudices from impacting the
professional environment. Are there teachers that have let tenure negatively affect their
performances? Certainly. Would there be administrators that would abuse the power of their
role if tenure protection was removed? Certainly. The choice (as are most in “civilized”
societies) is between the lesser of two evils. The risk that a few will shirk their duties in order
to protect the freedom of the majority to push their own abilities to the limit is the one I
would rather choose…see comment about “power” above. The recent crisis facing our
profession has exposed that some quality young teachers have been sacrificed for the greater
good, and some archaic un-evolved relics get to continue to defile the system. It is a shame,
but the greater good lies in protecting our academic freedoms in the long-run. The few are
tragically sacrificed.” for the greater good…one of history’s great lessons.
• “Although tenure does provide a sense of security, it should not dilute the passion for
teaching. A teacher should always be prepared to embrace each and every student with open
arms and be that light they can trust everyday of their educational experience.”
• “1-Teacher do not have ‘tenure.’”
• “2- Tenure is designed to fill gaps in a profession that does not have the other incentives that
a capitalistic system offers. Risk-taking and creativity can be the result of academic freedom.
Unfortunately, there are too many situations where permanency is abused as job security and
individuals continue to be employed as teachers when they are no longer functioning as such.
This is not a consequence of the permanency system, but rather the result of administration
not fulfilling their responsibilities to observe, document, and work with teachers on fulfilling
their duties. Permanency is not a guaranteed job for all, only for those who fulfill their
commitment to the community to educate.”
• “Probably good. So you don’t loose your job. But bad for new teachers. Teachers should be
a priority to our state officials. Our children need the education. Al teachers should not have
to worry about loosing their jobs because of cutbacks.”
• “The general supposition about tenure is that it protects “bad teachers.” While this may
happen at times, it is not the norm. Administrators have the means to dismiss insubordinate
or inadequate teachers. There is a process for that and it is used. I’ve seen it done. I have
also seen teachers “hounded” out of jobs because they disagreed with parent or an
administrator, or tried to protect themselves or others from whimsical decisions that were
unprofessional or unprofessionally motivated. Teachers cannot always rely on how much
they produce or how much revenue they bring in for the “company.” We need tenure to
protect us.”
• “I think there be an easier way to remove ineffective or productive teachers. I think tenure
needs to re-evaluated to remove those teachers. It sometimes secures or makes it difficult to
get rid of them.”
• “Tenure should be granted and reviewed by a mix of peers and administrators. A teacher
who falls short should get a one year improvement program in which they are frozen on the
pay scale until they meet the standards.”
• “Moving to 2 years “weakened” the profession. To keep the profession strong and secure
tenure is needed – but the “gateway” to tenure needs to be “guarded” in differing ways. The
passage of time almost is not relevant enough. Students comments, fellow teachers
(anonymous) comments, as well as administration and fellow-teacher observation reports
should all be factors. There should be a 3 year “window” (after 2 prior years) curing which
tenure can be granted at any time. Following the 5th year, a non-tenured teacher could re-
evaluate his/her profession, and “re-enlist” to try meeting tenure in the future, or look for an
alternative profession. Making tenure more difficult (yet keep it “fair”) to achieve would
elevate the profession and ultimately make it stronger.”
• “Tenure has no value in and of itself in regards to effectiveness as a teacher. As I mentioned,
for me finishing all my schooling necessary for my clear credential has given me more time
and energy. Tenure’s inherent value is providing a sense of job security, which I believe is
necessary in a job filed that is so misunderstood by the public.”
• “I would love to see tenure disappear. I feel it is a negative influence because some teachers
lose their edge once being tenure.”
• “Tenure is not always a good thing.”
• “What is bothersome to me is the fact that teachers have bound themselves to a district where
most districts will not take more than five years in most cases. Teachers do no have the
financial freedom to move around with their experience as an asset to them. Instead
experience can be a financial hindrance.”
• “I wish there was a neutral response option to questions 1-5. That would have been my
response because those actions in my classroom have no affect on my tenure status.”
• “Tenure would not have such a bad rap if administrators did their job and got rid of poor
teachers or didn’t let them get tenure in the first place.”
Appendix E: Teacher Survey

Survey on Teacher Tenure
Your responses to the following questions about teacher tenure will assist me in conducting
research for the master’s degree in educational leadership. The response options are Strongly
Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). Your comments will add
depth to this research. Please return this document to my mail box (Mr. McCaffrey) by Friday
April 17.
1. What is your current tenure status? (Please circle and include year)
Tenured (yrs taught______) Non-tenured (yrs taught ______)
Comments? SA A D SD

Comments? SA A D SD
students. Comments? SA A D SD

tenure. Comments? SA A D SD
6. Prior to receiving tenure, I was hesitant to voice my opinion on school, community,

or political issues. Comments? SA A D SD

Comments? SA A D SD

Comments? SA A D SD
9. Having tenure has made / will make me feel professionally secure.

Comments? SA A D SD
10. Is there anything else you would like to add to this discussion on tenure?
Thank you! Timothy McCaffrey.

Appendix F: Teacher Dismissal Maze
(Song, 2000, A16)

Permanent and Probationary Teachers I

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Permanent and Probationary Teachers i

A Case Study of the Perceptions of Secondary Teachers at Fontana

TITLE, CITATION, & PERMISSION

Azusa Pacific University

Author: Timothy Stephen McCaffrey

Title: Permanent Employee: To be or not to be?

An unpublished paper presented in a colloquium on Research for Educators at Azusa Pacific

Limited Permission to Photocopy

DEDICATION AND ACKNOWLEDGMENTS

To God be all the glory, honor, and praise.

does not increase teachers commitment to teaching.

PERSONAL CONTEXT FOR STUDY………………………………………….……………..1

Personal Context for Study

teaching was magnificent and exceptional as commented by my principal. I was learning

relevant teaching strategies in my credential classes and applying them to my lessons. My

one would ever dare to get in their way.

driven the topic of this case study.

Setting for the Study

parent or blended-family homes.

requirements in order to be considered as “NCLB Compliant.” In addition to the 148 teachers

an emergency permit who taught at Fontana High.

School on the effectiveness of permanent employee status.

Statement of the Problem

“When Firing a Teacher is Almost too Hard to Try” on May 3, 2009:

affect our children.

4. Permanent status protects the exceptional and incompetent teacher.

unless decided by personal choice.

than trying to document his failings.

According to a report entitled How California’s K-12 Education System Protects

according to Dr. Ruben Peterson (2000).

Dismissal of a Tenure Teacher

they teach” (Dinan, 2009).

them” (Song, 2009, A1).

summarized from California Education Code 44932:

• Immoral or unprofessional conduct

• Committing, aiding, or advocating the commission of acts of criminal syndicalism

• Evident unfitness for service

• Conviction of a felony or of any crime involving moral turpitude

• Advocacy or teaching of communism with the intent of indoctrination

• Knowing membership in the Communist Party

between $30,000 and $100,000 for teachers to leave.

(Dawson & Billings, 2000, pp. 12-13):

dismissed in 30 days unless he or she requests a hearing.

a. If the accusation is unprofessional conduct, the district must give an additional 45

day notice prior to the 30-day notice.

an additional 90-day notice.

4. School board provides a written accusation, if it proceeds.

5. If the teacher requests a hearing, it must be conducted by a three-member Commission of

Professional Competence, comprised of an administrative law judge (ALJ), a member

selected by the teacher, and a member selected by the district.

6. An evidentiary hearing is conducted.

students by considering multiple intelligences, implementing differentiated instruction,

exceptional teacher or remove them from the classroom entirely.

The investigator assumed that:

The following terms will be used throughout the paper:

school district, certificated employees are considered permanent (or tenured).

and politics class on effectiveness of permanent employee status as perceived by educational

about how he was going to collect data.

researcher drew conclusions based on the collected data.

(10) were probationary teachers.

1. What is your current tenure status?

3. Being tenured has made / will make me more effective instructionally.

Permanent and Probationary Teachers  i 