Two private-sector models of organizational conflict that are appropriate and adaptable to the public sector are the bargaining and bureaucratic models. While the bargaining model covers conflicts among interest groups in competition for scarce resources, the bureaucratic model covers superior-subordinate conflicts. In the public education sector, these two models can be illustrated in collective bargaining between school boards and teachers' organizations and in relationships between school boards, superintendents, principals, and teachers. In a field study based on interviews with management and teacher organizational leaders in five geographically selected Pennsylvania school districts involved in strikes of 20 or more days in the 1970's, previous case study research with both private- and public-sector models was extended. Analyses of employee/management relationships before, during, and after initial collective bargaining activity on the part of teachers' organizations in the five districts studied supported a pattern of change, similar to previous models, that consists of five phases: (1) preconflict, (2) low (escalating) conflict, (3) high conflict, (4) transition, and (5) mutual accommodation. (JBM)