Program
Special Education M.A.
Year Approved
2022
First Advisor
Silmser, Lisa
Second Reader
Rob Weberg;
Abstract
Teachers' unions have a vital role in public education. The collective bargaining agreements negotiated between them and school districts are viewed by many as the de facto rule book for how a school is organized and how it shall operate. Despite the importance of these formal contracts, the measurable effects of the teacher's union's collective bargaining agreements on school functions remain understudied. This literature review seeks to identify how teachers' union's efforts influence school funding, productivity, and educational inputs and outputs through their collective bargaining agreements. In summary, this literature review finds that collective bargaining agreements have a tremendous influence on school funding/allocating efforts and a school's overall productivity. However, the extant literature finds that teachers’ union collective bargaining agreements have an insignificant effect on student outcomes. Is it acceptable that these de facto rule books do not affect student outcomes? As schools seek to understand the factors that impact student achievement, it is essential for them to examine their collective bargaining agreements to ensure they are properly aligned with provisions that support increasing student outcomes.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Borseth, C. J. (2022). Teachers' Union's Collective Bargaining Agreements and Their Impact on School Functions [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/813