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Show 23 During the NEA's second half-century the story changed dramatically. Teachers, administrators, professors, and all other educators came to look to the NEA and its state and local affiliates as the principal means through which they could help themselves to gain recognition and status, tenure and freedom, better conditions at work, increased remuneration, and security for old age. By 1910 the NEA was demonstrating some interest in teacher welfare; in the 1920's it was vigorously advocating higher salaries and tenure laws; in the 1940's it became almost militant in its defense of teachers and their rights; and in the 1950's the NEA was leading the teachers' demands for professional standards and for more reasonable work loads as well as for continued improvement in economic status.7 It is difficult to know just what Wesley By today's standards ting.1I might some prior to the 1960's was demonstrated It is significant that the second during by "vigorously advoca means say that the vigor of the NEA by rhetoric rather than by deeds. the stated purposes of the NEA fifty years as they were were the same during the first fifty years. As stated, period discussed in Wesley's NEA commissioned is from 1857 to 1957. history some the of its most Interestingly, significant change the 1960's that serious collective However, new. some have Starie and collective the NEA has since 1957, for it negotiations argued that negotiations experienced was during in education in education are began.8 nothing Spatafora, both NEA workers, said in 1962 that bargaining is not really new since boards afeducation and teacher associations have interacted for years in the interest of education and 7I teachers.9 (Later in the decade the NEA did change its bid., p. 337. 8Myron Lieberman, "The Future of Collective Negotiations," Phi Kappan 53 (December 1971): 214. 9John H. Starie and Jack Spatafora, "Union or Professional Mem bership: A fvlatter of P.hilosophy and Program," NEA Journal 51 (March 1962): 80-81. Delta |
