ERIC Number: ED233442
Record Type: Non-Journal
Publication Date: 1983-Apr-14
Reference Count: N/A
The Relationship between High Labor-Management Conflict and Turnover of Key School District Personnel.
Caldwell, William E.; Sites, Woodrow H.
Beginning with a review of recent literature on social conflict, this study adopts Coser's distinction between realistic conflict, which seeks to balance both sides of a disagreement, and nonrealistic conflict, which seeks domination by only one party. Where nonrealistic conflict develops in intense labor-management disputes in public school districts, citizen dissatisfaction results, according to Lutz and Iannaccone, in community-school board conflict. To investigate such conflicts, the authors of the present study sampled Pennsylvania school districts following the 1970 passage of a law (the Pennsylvania Public Employee Relations Act) giving public employees the "limited" right to strike. Of the 79 school districts for which superintendents returned usable questionnaires (a 70 percent response rate), 35 had experienced strikes between 1970 and 1974. In 20 of these 35 cases, findings indicate that high conflict public employee strikes generated community unrest that resulted in key personnel changes within 3 years following the strike, including the defeat of 42 incumbent board members and the dismissal of 17 superintendents. That only one district had a strike after key personnel changes had been made suggests, according to the authors, a significant relation between personnel turnover as a result of high conflict and eventual accommodation. (JBM)
Descriptors: Board Candidates, Boards of Education, Community Action, Community Influence, Community Role, Conflict, Conflict Resolution, Dismissal (Personnel), Elementary Secondary Education, Employer Employee Relationship, School Community Relationship, School Districts, Superintendents, Teacher Administrator Relationship, Teacher Strikes
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A