Teacher Collective Bargaining: Evidence on Flexible Deployment of Teaching Resources

Abstract

This study examines limitations on teaching resource allocation contained in the collective bargaining agreements between teachers and school districts in the ten largest cities in New York. The nature of unionism and bargaining in public education is described as the outcome of a mutual process resulting in an agreement representative of both teacher and school district interests. Especially important is the recognition that teacher and school administrator motivations must be considered as affected by self-interest factors. We demonstrate that collective bargaining has not precluded administrative discretion by mandating seniority-based decisions on teacher assignment in these urban New York school districts.