| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 87 === The main purposes of this study were trifold: firstly to understand the theoretical bases and practicality of teachers'''' union collective bargaining; secondly to understand the development of teachers'''' union collective bargaining in the related countries; and thirdly to investigate the opinions of elementary school teachers on school teachers'''' union collective bargaining.
To achieve the main purposes mentioned above, this study was conducted through document analysis and survey method. The author gathered and analyzed the related theory, papers and documents. Then, School Teachers'''' Union Collective Bargaining in Elementary School Questionnaires, developed by this author, were administered to 517 samples randomly selected from 60 elementary schools ,those have school teachers'''' union in Taipei City and Taipei County, with a return rate of 68%. Data were analyzed by frequencies, Chi-square and measures of association(α=.05).
The conclusions drawn from this study are divided into two parts:
A. As regard to document analysis:
1.The main cause to the development of teachers’ collective bargaining are the characteristics of bureaucratization and teaching professionalization in school.
2.Both side can reach consensus by means of detailed plans and preparation.
3.Both of bargaining team members play a key role in bargaining process.
4.The bargaining strategy of both sides should based on pursuing the "win-win" goal.
5.The process to break bargaining impasse usually includes in mediation, fact-finding and arbitration.
6.The bargaining contract should include a reasonable grievance system.
7.Major countries of the world enacted the law to protect teachers’ collective bargaining right.
B. As regard to survey method:
1.Most respondents insist that teachers'''' union should participate in the school affairs which are related with teachers’ right and duty.
2.Most respondents regard the school affairs relating to teachers should be included in the collective bargaining topics of teachers'''' union.
3.Most respondents agree that the functions of teachers'''' union collective bargaining contributes to the operation of school administration, but diminishes school principals'''' and other administrators’ power.
4.Most respondents point out the limitations of teachers’ union collective bargaining are the vagueness of related laws and the lack of professional knowledge and skills in the collective bargaining.
5.Most respondents support the existence of school teachers'''' union collective bargaining.
6.Most respondents think that they are nearly capable of processing collective bargaining.
According to the conclusions of this study, some suggestions were provided for educational administration agencies, elementary school, school teachers'''' union, and future studies.
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