Exploring congruity of curriculum and instruction policy positions between the North Carolina Association of Educators and its teacher members

Abstract

To better understand issues of congruity between the North Carolina Association of Educators (NCAE) and its teacher membership, this study surveyed a sample of NCAE’s membership about issues related to curriculum and instruction. The research reported here utilized a model (exchange theory) that makes a distinction between voluntary membership organizations and non-voluntary membership organizations. The survey sampled 263 NCAE teacher members. Descriptive statistics, ANOVAs, and content analysis addressed three specific questions about congruity of positions taken by NCAE on curriculum and instruction issues and the beliefs of NCAE members. Results suggest NCAE members hold views very congruent with NCAE leadership. The importance of making distinctions between teacher views in non-bargaining states is a major implication of the findings.