ERIC Number: ED032290
Record Type: RIE
Publication Date: 1968-Jan-19
Reference Count: 0
A Study of the Impact of Collective Negotiation by Teacher Participation in the Making and Review of School Policies. Final Report.
Love, Thomas M.
A survey of 170 school districts was conducted to determine the type and amount of teacher participation in school policy decisionmaking. Ninety of these districts engage in collective negotiation in which teachers are represented exclusively by one teacher organization. In the remaining 80 districts, either a teacher organization is not recognized or teacher representation is on a proportional, separate, or council basis. Other variables considered during sampling and data analysis were the affiliation of local teacher organizations, school system size, and state laws. Questionnaire and interview responses indicate that collective negotiation enlarges teacher participation in decisionmaking and necessitates role adjustments by teachers, administrators, and school boards. (The latter two groups, however, have retained areas of discretion.) Responses also show that collective negotiations are concerned primarily with personnel policy and secondarily with the implementation of educational policy. However, teachers are using collective negotiation to create alternative and more suitable procedures for making decisions about the development and evaluation of educational policies. Finally, the survey revealed that unions are more active than their association counterparts and that teacher participation is greatest in large school systems in which unions hold exclusive representation and where state laws encourage collective negotiation. (LP)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison.