Literaturnachweis - Detailanzeige
| Autor/in | Pierce, Douglas R. |
|---|---|
| Institution | Northwest Regional Educational Lab., Portland, OR. |
| Titel | Teachers' Association Impacts Upon Governance of a School System. |
| Quelle | (1976), (10 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Board of Education Policy; Collective Bargaining; Elementary Secondary Education; Employer Employee Relationship; Governance; Intergroup Relations; Negotiation Agreements; Professional Recognition; School Districts; Teacher Administrator Relationship; Teacher Associations; Teacher Salaries; Teacher Welfare |
| Abstract | The constraints and contingencies posed for school district governance by the existence and activities of a teachers' association affect district policy in subtle ways, according to this study of the Tacoma, Washington, school system. This research was conducted in conjunction with the Experimental Schools Program (ESP) over a five-year (1971-1975) period. It indicates a generally stable relationship between the teachers' association and the school district. Acute polarization and hostile adversary relationships did not arise in the negotiations process or in other areas of interaction between these two parties. The agreements generated between teachers and the district most strictly defined issues of teacher welfare such as salary, working conditions, and job security. Issues of professional practice, including instructional personnel selection and program determination, were not covered in the negotiation agreements; the district administration retains control over these areas. As the negotiations process increasingly leads to contractual and legalistic definition of such matters as working conditions and professional practices, it would be expected that the school district's ability to respond to change would be curtailed. However, long-term transformations in school system characteristics may result from the power equalization between teachers and administration. (Author/DS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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