Literaturnachweis - Detailanzeige
| Autor/in | Kraig, Glen M. |
|---|---|
| Titel | The Effects of Collective Bargaining on the Climate of Administration and Supervision. |
| Quelle | (1981), (20 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Collective Bargaining; Elementary Secondary Education; Hostility; Labor Relations; Principals; School Supervision; Teacher Administrator Relationship; Teacher Supervision; Teachers; Unions |
| Abstract | Collective bargaining between teachers and educational administrators has frequently had negative effects on the climate of school supervision and administration, but this need not always be the case. Before collective bargaining, teachers as a group were powerless over their pay and working conditions. Now many teachers feel that collective bargaining has improved their relationships with school administrations. Most state statutes legalizing teacher collective bargaining, such as Tennessee's Professional Negotiations Act, call for mutual respect between school boards and unions to help maintain high educational standards. In reality, however, collective bargaining has often led to alienation and hostility between teachers and administrators. This hostility has made school supervision more difficult, for instance in curriculum change, teacher evaluation, and principal-teacher relations. Studies show that collective bargaining does not always threaten principals' supervisory functions, but the mutual distrust often engendered by collective bargaining can hamper principals' efforts at problem solving and at maintaining working relationships with both teachers and district administrators. If teachers and administrators take a team approach, however, they can reduce the potential conflict and adversarial relations in collective bargaining. (RW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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