Charter schools see as many as one in four teachers leave annually, and recent evidence attributes much of this turnover to provisions affected by collective bargaining processes and state laws such as salary, benefits, job security, and working hours. There have been many recent efforts to improve teacher voice in charter schools (Kahlenberg…

In recent years, states have sought to increase accountability for public school teachers by implementing a package of reforms centered on high-stakes evaluation systems. We examine the effect of these reforms on the supply and quality of new teachers. Leveraging variation across states and time, we find that accountability reforms reduced the…

The unionization of instructional workers is a central feature of U.S. higher education, with more than a quarter of those teaching college classes covered by collectively bargained contracts. Though dated, the best existing numbers indicate that more than 430,000 faculty members, graduate students, and related personnel are in bargaining units;…

The principle of decent work was first espoused in the 1948 Universal Declaration of Human Rights. Since 1999 the International Labour Organisation has operated according to a Decent Work Agenda and in recent times the movement towards the provision of decent work as a means of improving the quality of life has gathered momentum. Decent work is…

This book provides a multidisciplinary view of a wide range of issues relevant to the employment of teachers. It is a compendium of 25 articles contributed by 30 scholars and professionals in the fields of educational administration, industrial relations, behavioral science, economics, management science, and political science. These authorities…

This study's purpose was to analyze the operation of the bargaining systems in the 16 public two-year New Jersey colleges, to compare these systems with those in other states, and to develop policy recommendations. Research covered the history and origins of bargaining, employers' negotiating structures, faculty salary and compensation analysis,…

Three related studies sought to determine the overall job satisfaction of secondary school principals and the extent to which such satisfaction is affected by the collective bargaining process. One study was designed to illuminate the current role of principals in teacher-district collective bargaining in Pennsylvania and the relationship between…

Most research on faculty collective bargaining has focused on its extent and demographic variables such as age, salary, academic discipline, and rank. Little has been done to investigate individual differences which correlate with attitudes toward collective bargaining. The external validity of an earlier study done by Bigoness on correlates of…

Teacher militancy and evaluation are not necessarily incompatible. Job dissatisfaction, a potent cause of militancy, will not necessarily be removed by placing the emphasis upon higher salaries, better fringe benefits, a shorter work year, lighter teaching loads, and other extrinsic rewards for job performance. Rather, as other studies have…

The current structure of schools allows teachers to obtain a relatively high degree of personal satisfaction from the work of teaching itself. However, collective bargaining must be concerned almost exclusively with pressing for higher salaries and related issues. With each round of bargaining, higher teacher salaries will be gradually traded off…

Though the nature of the school structure supports the efforts of teachers in gaining satisfaction from their work, it provides few extrinsic incentives--status, upward career mobility, and high wages. The principle of collective bargaining through teachers' unions may produce changes in the teaching profession, especially in the area of higher…

Reports results of a study to determine status of education in Iowa seven years after the onset of collective bargaining. Compares opinions of boards of education, administrators, and teachers regarding job satisfaction, public opinion, working conditions, teacher/superintendent/board relations, board power, salaries, instruction, teacher input,…

A representative survey of over 30,000 people aged 16-64 years across the 15 member states of the European Union and Norway sought Europeans' preferences for increasing or reducing the number of hours worked per week. Key finding included the following: (1) 51% preferred to work fewer hours in exchange for lower earnings while 12% preferred to…