ERIC Number: ED208590
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Teacher Unions and the Power Structure. Fastback 165.
Cheng, Charles W.
In the public school governance structure that evolved between 1900 and 1920, schools were removed from the world of politics, authority was concentrated at the top of the hierarchy, and boards of education were reorganized, resulting in less participation by working-class people. Teachers had little power. Teacher political activities after this were sporadic because the National Education Association (NEA) concentrated power in the hands of school administrators. Following World War II, the McCarthy period had a chilling impact on teacher organizing efforts. Teacher unions became a driving political force in the protest decade of the 1960s. Since that time, teacher negotiation agreements have enlarged the scope of bargaining from initial demands for improved salaries, fringe benefits, and working conditions to involvement in educational decision-making. In addition, teacher unions have engaged in local politics, and have made their influence known at the state and national levels. In light of the teacher cutbacks occurring throughout the country, unions have become more protective of teacher gains. More research is needed on the role being played by teacher unions in American education, focusing primarily on local and state teacher unions. (Author/MLF)
Descriptors: Collective Bargaining, Elementary Secondary Education, Political Power, Power Structure, Teacher Strikes, Teachers, Unions
Phi Delta Kappa, Eighth and Union, Box 789, Bloomington, IN 47402 ($0.75; quantity discounts).
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.
Identifiers: American Federation of Teachers; National Education Association