ERIC Number: ED208520
Record Type: RIE
Publication Date: 1981-Sep
Reference Count: 0
The Impact of Legal-Administrative Processes on Local Schools.
Kehoe, E.; And Others
The purpose of this paper is to set forth the rationale for attempting research on the impact of legal-administrative processes on human resource management in schools. The term "legal-administrative processes" refers both to laws affecting schools and to the administration of those laws. Laws, standards, and funded programs generated by state legislatures, the courts, and administrative agencies are examined. The paper discusses legal-administrative processes affecting three areas: the composition of the educator labor force (affected by laws concerning certification, affirmative action, and teacher and administrator training programs); employer-employee relationships (affected by collective bargaining and laws governing fair dismissal and tenure); and interaction of school personnel, citizens, and local governmental agencies (affected by laws concerning alternative school programs, attendance, open meetings or parent-citizen involvement in school-site councils). The authors are especially concerned with the way the laws, guidelines, and funded programs in each area influence decisions about the mix of personnel in the district; working relationships among school personnel; the hiring, firing, transfer, and utilization of personnel; and the classroom agenda and use of resources and incentives to improve student achievement. (Author/JM)
Descriptors: Collective Bargaining, Educational Legislation, Elementary Secondary Education, Employer Employee Relationship, Government Role, Government School Relationship, Personnel Management, Research Needs, School Administration, School Community Relationship, School Law, State Legislation, State School District Relationship, Teacher Certification, Teacher Characteristics, Teacher Selection
Center for Educational Policy and Management, College of Education, University of Oregon, Eugene, OR 97403 ($1.75).
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.