The purpose of this study was to determine the presence of statistically significant differences in the perceptions of the correlates of academic achievement held by professional educators in selected union and nonunion Catholic secondary schools in Pennsylvania. The study also sought to determine the presence of statistically significant differences in the perceptions of the correlates of academic achievement held by professional educators in selected union and nonunion Catholic secondary schools within selected demographic, experiential, educational, and institutional variables. These variables consisted of gender, age, years of teaching experience, educational level, school enrollment, average class size, diocesan location, and present position.
Perceptions of the correlates of academic achievement were obtained through responses to a 25-item survey instrument developed by the researcher. In addition, participants were asked to respond to 15 demographic, experiential, educational, and institutional background statements. The instrument was mailed to 449 administrators, language arts teachers, and mathematics teachers in 49 selected Catholic high schools located in seven Pennsylvania Roman Catholic dioceses. Chi square tests of independence were used to analyze the data.
Results of the study indicated statistically significant differences in the perceptions of respondents from union and nonunion Catholic secondary schools for specific correlates of academic achievement. The study also found similarities in the perceptions of union and nonunion respondents for certain correlates.