Abstract
Purpose. The purpose of this study was to determine the impact of collective bargaining contracts' language limiting a principal's ability to assign teachers to grade levels and/or subject areas to meet the academic needs of all students, as perceived by principals in 5 Los Angeles County elementary school districts. A secondary purpose was to determine strategies principals use to assign teachers to grade levels and/or subject areas to meet the needs of all students. Methodology. This study utilized a mixed-methods approach to determine principals' perspectives on the restrictions of collective bargaining agreements and their ability to assign teachers. An electronic survey was sent out to 61 principals in 5 elementary school districts in northern Los Angeles County. A random selection of respondents was interviewed. Findings. There was a 68% response rate to the survey. Of the respondents, 62% reported that they were constrained by the agreements, and 87% stated they had procedures in place dictated by the language of the contracts. The principals also listed strategies they used to assign teachers, with building relationships being the most common practice used. Conclusions. The results of this study showed there is a need for unions and districts to work together to improve the language in the collective bargaining agreements that will benefit the students. The focus must be on the needs of the student and not the interests of the union. Although principals are developing strategies to work within the language of union contracts, the restrictive character of these contracts needs to change so principals can do their job and educate our children. Recommendations. Further research is recommended to determine whether contract language has an effect on student achievement. It is recommended to replicate this study in other locations and districts. Another study examining the actual language of the contracts will be beneficial to negotiating teams across the nation. A final recommendation is to study how the relationship between a principal and a teacher makes for a better working environment.