Date of Award
Doctor of Education (EdD)
The Problem: This study was designed to develop profiles of Minnesota teachers who did and did not engage in supplementary income activities, profiles of teachers engaged in one, two, or three or more supplementary income activities, and to compare the differences. The study also investigated the perceived need to engage in supplementary income activities, the perceived reasons for being engaged in supplementary income activities, and the perceived impact of being engaged in supplementary income activities.
Procedure: A three percent (3%) sample of Minnesota teachers participated in a survey designed to collect information about the supplementary income activities of teachers. Resulting data were statistically tested for significant differences at the .05 level.
Results: Two-thirds of the respondents were engaged in supplementary income activities of which a majority (74 percent) engaged in professional income activities. They engaged for the following reasons: improve living standard, pay monthly bills, and personal stimulation. The perceived impact of being engaged in supplementary income activities was that teaching performance, teaching preparation, and inservice seminars/workshops were not affected; whereas reading and private study, graduate study, and family and social life were perceived to be hindered. A significant relationship was found between the number of hours/week invested in evening and/or weekend job(s) and the effects of being engaged. The more hours invested, the more likely teaching preparation, physical well-being, and family and social life were hindered. Also, there was not a significant relationship between the professional development activities of teachers and being engaged in supplementary income activities and minimal significance between the professional development activities and being engaged in one, two, or three or more activities.
Conclusions: The statistical treatment and analysis of the data used in this study resulted in two major conclusions. First, a majority of the respondents perceived the need to be engaged in supplementary income activities for financial reasons. Second, the perceived negative effects of being engaged in supplementary income activities were the greatest in the area of evening and/or weekend job(s).
Pladson, Janet L., "Supplementary Income Activities Among Minnesota Public School Teachers" (1986). Theses and Dissertations. 2734.