http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
effects of collective negotiations on teacher job satisfaction in the Vermilion Parish School District
The purpose of this study was to determine the extent to which the collective bargaining process had influenced subsequent teacher job satisfaction levels within the Louisiana public school district of Vermilion Parish. Of primary concern were teacher and principal perceptions of teacher job satisfaction. Data for the study were collected through the use of a modified version of the "Profile of a School Staff' questionnaire. The modified survey consisted of 36 items where participants were asked to respond using a 4-point Likert scale. The population for the study included teachers and principals who remained within the school district since the acquisition of collective bargaining rights. The entire population of 404 teachers and 20 principals was surveyed. Based on the limitations of the study, the following conclusions were made: 1) Teacher perceptions of teacher job satisfaction before the acquisition of collective bargaining appear to be somewhat negative; 2) Principal perceptions of teacher job satisfaction before the acquisition of collective bargaining appear to be neutral; 3) Teacher and principal perceptions of teacher job satisfaction after the acquisition of collective bargaining appear to be somewhat positive; and 4) Teachers and principals perceived teachers significantly more satisfied following the acquisition of collective bargaining. The collective bargaining process appears to have had positive results in terms of teacher job satisfaction within the Vermilion Parish School District. Areas concerning School Climate, Leadership of Principal, School Board Relations, and Superintendent and Central Office Staff appear to be positively influenced with the advent of collective bargaining. Collective bargaining within the Vermilion Parish School District, while only in its fourth year of existence, has shown evidence of having significantly positive influence on perceived teacher job satisfaction, and therefore should continue to be operative in the public school system. It is also interesting to note that both principals and teachers perceived School Board Relations as the only negatively existing area both prior to and following the acquisition of collective bargaining rights. Specific procedures should be implemented to assure that teachers and principals eventually perceive the School Board in a more positive light.
"Major subject: Educational Administration".