While many labor specialists tend to consider collective bargaining in the context of business and industry, it has become over time a significant element in the educational arena in general and in the context of public elementary and secondary education in the United States in particular. The purpose of this report is to examine collective bargaining with respect to this area and to focus on aspects of union contract negotiations impacting upon the relationship between teachers and the public school systems for which they work. A conclusion will attempt to discuss the efficacy of collective bargaining in resolving issues of dispute between teachers and boards of education, as well as its impact on teacher morale.
Across the nation education reforms are flying through state and local legislatures, the majority of them aimed at increasing teacher accountability, raised standards, and improved student performance. From restructuring due to technology (Internet, World Wide Web, laptops, etc.) to teaching methodology (more local control and authority), teachers not only face traditional pressures on the job but a host of new ones. Overcrowding, rising student violence, low pay rates, dilapidated schools and inadequate student supplies all compound teacher stress and deleteriously impact teacher morale. In fact, there were many teacher strikes across the nation th