Collective bargaining agreements are documents used by unionized workers to outline the scope of their job role and in many educational settings are perceived as a hindrance to improving teacher quality and thus student performance. The problem addressed by this study was that the restrictions of the collective bargaining agreement impede the time for teachers to complete needed professional development to improve performance, resulting in a decrease in urban students' academic performance. The purpose of this exploratory case study was to examine campus leaders' perceptions of the collective bargaining agreement as an impediment to improving teacher performance. Systems theory was selected as it seeks to explore complex problems as they impact organizations. Data were collected from eight campus principals via Microsoft Teams, utilizing semi-structured interviews. There were three research questions and each generated two themes. The findings of this study were that the collective bargaining agreement is teacher centered, that there is insufficient time for professional development without the presence of a union representative, and that teacher absences reduce classroom performance. Recommendations for future practice include incorporating time into the instructional day for coaching teachers, safeguarding against the collective bargaining agreement being completely teacher-centered, and providing adequate time for effective professional development. The result suggests that the collective bargaining agreement is an impediment to the ability of administrators to coach teachers and has the unintended consequence of creating adverse academic outcomes for minority students. Fundamental recommendations for future research are to expand the number of participants to at least 50 for semi-structured interviews, conduct interviews with administrators from multiple districts including those districts without a collective bargaining agreement, and lastly identifying a group of schools both with and without a collective bargaining agreement in place and administer an assessment to the students at each school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]