SUGGESTED GUIDELINES FOR THE PARTICIPATION OF HIGH SCHOOL PRINCIPALS IN COLLECTIVE NEGOTIATION FOR TEACHERS
CHARLES PIAZZA
DOI: 10.2190/HMCJ-HQ84-KE45-MHWW
Abstract
Collective negotiation among educators is not so much a controversial issue as it is a reality. Even those school systems which do not have local and national professional organizations involved in the process, are affected by this trend. Virtually no teacher, principal, or administrator is detached from the timeliness of this issue. Much has been written about teachers organizing to negotiate followed by a substantial response from administration. However, very little has been stated directly for the position of the principal in negotiation. Research has shown that the reasons for the seemingly small voice from principals are logical, though not proportionate to the important role the principal should play in the process. Principals, for example, are middle managers in education; they are front line administrators, or better yet, facilitators, but they are generally not policy makers. Principals are a small population of the educational community in relation to the constituency of teachers, or for that matter, in comparison to the population of higher administrators. Unless principals belong to large school districts in concentrated areas of the country, their professional support groups can offer little backing. These findings, among others, led to the proposed guidelines. Each guideline pertains to a specific function of the principal in collective negotiation as the process is generally practiced throughout the country. Accompanying the guidelines is a listing of the advantages and disadvantages of the principal's participation in the process. An underlying attitude in the making of these guidelines is in support of principal participation to the extent that principals need to be involved. The intent is not to overwhelm principals with added responsibilities but to keep them informed as school leaders who must protect their interests as well.
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