To investigate the impact of teacher militancy on principals, a questionnaire was administered to 121 principals from four selected Indiana cities that had experienced either teacher strikes or sanctions within the past 5 years. Although a majority of the principals responding were undecided as to the relative effectiveness of sanctions or…

Communicating effectively is seldom easy; it requires planning, effort, understanding, and follow-through. Communicating effectively in the tense atmosphere which often surrounds a crisis requires redoubled effort, greater understanding, and increased attention to proper planning. The presentations in this booklet deal with the needs of the media…

Pennsylvania's Act 195, the Public Employee Relations Act, went into effect in October 1970. The Act, a piece of model legislation in the area of collective negotiations, provides for the right of employees to organize and to be represented by an exclusive bargaining agent; provides for mediation, fact-finding, and arbitration services; and takes…

A checklist of tips principals can use to communicate with their various publics during collective bargaining and teacher strikes. (PKP)

Describes the problems brought on by a lengthy strike that occurred during a major computerization effort by Britain's Department of Health and Social Security. Implications for personnel officers are presented. (CH)

The New York City school strike became more of a struggle between ethnic communities than a labor-management dispute when educational issues were displaced by ethnic power concerns. (Author/KM)

Argues that administrators must be able to cope (with strikes) in a manner that least compromises the instructional program for students. (Author)

The role of a relatively new position, fact finder, is catching on as an effective method for solving teacher contract disputes. (MF)

Reprints of the five-part series, Bargaining for Beginners, are available from Reprint Dept., The American School Board Journal, 1233 Central St., Evanston, Ill. 60201 (

Examines support for militant action among the employees of a public assistance agency in which negotiations were occurring over a first contract. A questionnaire survey obtained information on whether employees were willing to strike over various issues during negotiations and whether they would participate in certain work actions, such as…

Findings from a study of the relationship between penalties for teacher strikes and strike deterrence demonstrate that mild and harsh penalties provide less deterrence than moderate ones. The optimal penalty for avoiding strikes was found to be the forfeiture of two days pay for each day on strike. (Author/WD)

Outlines what board members should and should not do during a strike in order to smooth the transition back to normal after the strike. (IRT)

By resisting laws that would legalize teacher strikes, state legislatures and local school districts probably have contributed to the excessive time devoted to bargaining and consequently have helped bring on themselves many of the ills that protracted bargaining invites. (Author/IRT)

Applies two theoretical models to the media behavior of journalists and the public when local daily newspapers are on strike. Finds that media use during the strike was similar for both groups, but that reporters spent more time reading other newspapers. (MM)

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)