During a 1990 Temple University faculty strike, three types of militancy (voting to strike, voting to defy injunction, picketing) had different determinants; for example, social support and union commitment related to riskier types. Other variables related to militancy included attitudes toward job, union, and militancy. (SK)

The author describes his feelings as the only teacher at his school to support the New York City teachers' strike in 1961. (SJL)

To determine how the Oklahoma City (Oklahoma) teachers feel about unions and collective bargaining activities, 150 questionnaires were distributed. Major findings from 83 respondents were that low satisfaction with wages and unfair treatment are associated with feelings that teachers' strikes are legitimate and with high evaluation of unions. (MLF)

Data from 300 randomly selected K-12 teachers employed in 1979-80 in the Jefferson Parish (Louisiana) Public Schools revealed 10 predictor variables that substantially differentiated striking and nonstriking teachers. (Author/WD)

Examines how teacher power manifests itself at the national level and at the local level of both the American Federation of Teachers and the National Education Association. (IRT)

Recent actions of British teachers suggest an alternative to the teacher strike. Those teachers dramatically demonstrated their grievances by withholding the voluntary extra services they customarily perform. American teachers could accomplish the same end by collectively refusing to perform extraneous administrative services: collecting money,…

Ontario secondary teachers were more favorable in 1977 than 1974 towards collective bargaining but showed significantly less support for sanctions, especially striking. Still, if their interests were seriously threatened, they would strike. Teacher sex and length of Ontario residence were significant predictors of militancy. (Author/SB)

Between February 1985 and July 1986, Great Britain experienced its most widespread, acrimonious, and traumatic teachers' dispute. The persons involved, the activities, and the agreement that ended the dispute are discussed. (MLF)

It is in the public interest to provide statutory checks on the excessive power abruptly attained by teachers' unions. (Author)

The adversarial positions fostered by the "win-lose" atmosphere of negotiations can carry into other aspects of the work environment and hamper the problem solving that teachers and supervisors must do together. (Author)

Discusses organizational strength, teacher strikes, collective bargaining and negotiations, and political action as forms of teacher militancy that are linked with increasing professionalism. Concludes that teachers have been able to improve their professional status in recent years largely because of growing activism. (Author/GC)

Argues that public sector collective bargaining is inconsistent with democratic government and has contributed to the erosion of public support for public education. Predicts the demise of public sector bargaining in the next 20 years. (Author/WD)

In London on November 16, 1977, 6000 university teachers marched on Parliament in a mass demonstration against government pay policy. Background to the event (unions involved, procedures of salary determination, and government pay policy) is presented along with an outline of events of the day and the aftermath. (MLW)

This review of the New Jersey Education Association since the 1950s concentrates on actions to improve salaries and gain collective bargaining, strikes, relations with the National Education Association, and the Marburger controversy over educational innovations in the 1960s. (SJL)

Examines administrator attitudes toward faculty collective bargaining as determined by a survey of the presidents, chancellors, and chief executive officers of the community and junior colleges in Texas. Analyzes personal and institutional factors related to collective bargaining formalization. (JP)