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The Perceived Effect Of Collective Bargaining On The Role Of High School Principals In California
Date of Award
Purpose. The purpose of this study was to determine the effect of collective bargaining on the role of the high school principal in California as perceived by California high school principals. Procedures. A survey instrument containing 35 items was developed through a review of the literature. It was sent to 198 high school principals in California based on a stratified, proportional random sample of 25 percent of high school principals from unified and union high school districts. Findings. A total of 87 percent of the surveys were returned with ten items scoring above three on a five-point scale indicating that the high school principals felt their role had been affected by collective bargaining. The results of an ANOVA showed that there were no significant differences in the perceptions of high school principals based on district size, years of service, union or non-union environment, percentage of union membership in economic areas, and the current sole bargaining representative of the district. There was no relationship between the percentage of union membership in economic areas and the principals' perception of a union or non-union environment or the years of service as a high school principal. There was a significant relationship between the medium percentage of union membership in economic areas and the CTA affiliates as well as the medium-sized districts. Conclusions. (1) The California high school principals surveyed perceived their role as a high school principal affected because of collective bargaining regardless of the district size, years of service, union or non-union environment, or union membership by economic areas; (2) collective bargaining has changed the role of the high school principal in California because collectively bargained agreements are reached at the district level and mandated to the principal at the site level. Recommendations. (1) That further study be done on ways to equip principals with inservice training to deal with the effects of collective bargaining on their role as a principal; (2) that school districts should survey their own principals and analyze the outcome in relationship to the role description and expectations of their high school principal's role as well as other levels of the principalship; (3) that boards of education, in recognition of the increased difficulty of the principals' jobs as a result of collective bargaining, take steps to ensure their involvement in the process and their consultation in vital issues prior to the final agreement; (4) that a definitive study be made of the principals' involvement in the collective bargaining process to determine methods of minimal and maximum limits; and, (5) that the expectations for and responsibilities of principals be reassessed in light of changes brought about by collective bargaining and that opportunities for principals to receive continuing training in working in a collective bargaining atmosphere be expanded.
Speck, Marsha Kay. (1983). The Perceived Effect Of Collective Bargaining On The Role Of High School Principals In California. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3498