Literaturnachweis - Detailanzeige
| Autor/in | Mitchell, Douglas E. |
|---|---|
| Titel | A Collective Bargaining Research Agenda: Hypotheses and Methods. |
| Quelle | (1976), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Collective Bargaining; Elementary Secondary Education; Organizational Theories; School Personnel; Teacher Behavior; Teacher Motivation; Teacher Role |
| Abstract | If a comprehensive list of the rewards and incentives which direct teachers can be identified, the impact of collective bargaining on this reward system can be studied. Secondly, if the connection between specific rewards and performance of various teaching tasks can be specified, the way that collective bargaining shifts emphases from task to task can be studied. Eight types of rewards are available to teachers, including: 1) wages, salaries, and fringe benefits; 2) stable and comfortable working conditions; 3) advancement possibilities; 4) recognition for one's work; 5) a sense of personal competence; 6) a sense of stimulation and personal growth; 7) satisfying interpersonal relationships in the work environment; 8) a sense that one's work is meaningful or important to society. Only those rewards that are compensations for work performed are directly controlled by collective bargaining agreements. The four major functional tasks required of teachers are associated with the above rewards. These tasks include: 1) supervision of students at school; 2) socialization and accultration of students; 3) instruction of students in mental, physical, and social skills; and 4) certification of students' learning accomplishment or lack of accomplishment. Collective bargaining will most likely focus attention on the certification activities of teachers. (Author/JG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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