ERIC Number: ED267505
Record Type: RIE
Publication Date: 1986-Feb
Reference Count: 0
Labor Policy in School Districts: Its Diffusion and Impact on Work Structures.
Kerchner, Charles Taylor
A study of 10 schools in 3 school districts examined how labor relations affect teachers' work attitudes and behavior, and how labor relations and contract provisions take on practical significance in the school and classroom. A three "generation" model of labor relations development--based on levels of conflict and the legitimacy accorded the union--was used. The study was conducted in three parts: (1) districtwide and school-level organizational data were obtained through interviews with the 10 principals; (2) a questionnaire was administered to 439 teachers; and (3) 80 teachers were interviewed. Of the three districts studied, one, located in a community of mixed ethnicity and socioeconomic status, had peaceful labor relations; the second, also in a mixed-race community, had highly acrimonious labor relations; the third, a suburban high school district, serving a changing population and experiencing severe enrollment declines, practiced a "cooperative mode" of collective bargaining. Seven references are provided. The appendixes contain case study questions and a list of the documents collected, the questionnaire, and the interview guide. (MLF)
Descriptors: Administrator Attitudes, Board Administrator Relationship, Case Studies, Collective Bargaining, Conflict Resolution, Contracts, Elementary Secondary Education, Grievance Procedures, Labor Relations, Principals, Questionnaires, School Based Management, School Districts, Superintendents, Teacher Administrator Relationship, Teacher Associations, Teacher Attitudes, Unions, Work Attitudes, Work Environment
Publication Sales, Center for Educational Policy and Management, College of Education, University of Oregon, Eugene, OR 97403(4.25 prepaid or purchase order).
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.