Literaturnachweis - Detailanzeige
| Autor/in | McGowan, Francis, II |
|---|---|
| Titel | Collective Negotiations and the Subsequent Plight of the School Principal. |
| Quelle | (1976), (23 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Bibliografie; Administrator Role; Collective Bargaining; Conflict Resolution; Elementary Secondary Education; Instructional Programs; Literature Reviews; Principals; Role Conflict; Systems Approach; Teacher Administrator Relationship; Teacher Associations; Teacher Militancy |
| Abstract | A synergetic approach to the principalship can ultimately benefit all parties involved in collective negotiations. The utilization of synergy (the cooperative interaction of the various elements of a system) can allow the principal to fulfill many functions instead of confining himself to a strictly defined (and, hence, restricted) role. He can function, for example, as change agent and as systems analyst, helping to smooth the negotiations process without abdicating his responsibility to his teachers and to quality education for his students. The role conflict experienced by the principal comes to the fore when instructional matters, such as class size, are issues for negotiation. The principal must mediate between his authority in such matters and teachers associations' desire for more decision-making power. Both teachers and the principal share the desire for improved instruction. This mutually held goal should take precedence over fragmented special interests. By regarding the negotiations process from the perspective of systems theory and synergy, the principal can transcend the adversarial relationship between teachers and administration, thus alleviating conflict. (DS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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