Perceived superintendent responsibilities and applied strategies in collective agreements

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dc.contributor.advisorOlivárez, Rubén
dc.contributor.committeeMemberSharpe, Edwin
dc.contributor.committeeMemberMosley-Wetzel, Melissa
dc.contributor.committeeMemberChavez, Jesus
dc.contributor.committeeMemberOvando, Martha
dc.creatorHicks, Toni Marie
dc.date.accessioned2018-03-07T21:37:52Z
dc.date.available2018-03-07T21:37:52Z
dc.date.created2017-12
dc.date.issued2018-02-27
dc.date.submittedDecember 2017
dc.date.updated2018-03-07T21:37:52Z
dc.description.abstractThe purpose of this study was two-fold: To explore superintendent responsibilities in reaching collective agreements with teacher organizations and to research and collect data on effective strategies superintendents use to achieve collective agreements with teacher organizations. The study was guided by the following three research questions: 1) What are the educational issues that are important to teacher organizations and superintendents? 2) What are the perceived responsibilities of superintendents to achieve collective agreements? 3) What are the strategies superintendents use to collaborate with teacher organizations? This was a qualitative study using a holistic, multiple case study approach (Miles and Huberman, 1994). Participants were purposefully selected to include two urban Texas superintendents, two school board members from each selected school district, and two active teacher organization representatives in the specified districts. Data was collected through interviews, observations, and analysis of the data. The interviews were coded utilizing an established coding system. This study revealed that while the educational issues important to both superintendents and teacher organization leaders are similar, the manner in which each respective party looks to address those issues differ. Both superintendents and teacher organizational leaders agree that working conditions and employee benefits matter for recruiting, hiring, and retaining school district staff. Participants recognized school districts border other school districts and compete for the same pool of employees. Therefore, by having favorable work conditions and competitive benefits that allows for families to meet economical demands, school districts will not only have a deep pool of quality candidates to select from; school districts are also more likely to retain the employee. Superintendents who use these findings may find the identified strategies will assist them in building operative working relationships with teacher organization leaders in order to foster collective agreements that yield positive outcomes for school staff and school district results.
dc.description.departmentEducational Administration
dc.format.mimetypeapplication/pdf
dc.identifierdoi:10.15781/T2CC0V971
dc.identifier.urihttp://hdl.handle.net/2152/63809
dc.subjectCollective agreements
dc.titlePerceived superintendent responsibilities and applied strategies in collective agreements
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Administration
thesis.degree.disciplineEducational Leadership and Policy
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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