Leadership and Collective Bargaining Agreements in High Performing School Districts: The Impact on Human Capita

The role of teacher unions in public education perplexes scholars, policy makers, and educational leaders. Opponents of teacher unions claim collective bargaining agreements impede school administrators from implementing education reforms. Regardless of the controversy, numerous urban school districts are collaborating with teacher unions to shrink the achievement gap. These high performing school districts understand a school district cannot move forward without effective leadership (Marzano & Waters, 2009; Leithwood & Riehl, 2003) and the strategic management of human capital (Odden, 2011). This case study explored how leadership and collective bargaining agreements impact the management of human capital in school districts. The study examined the leadership behaviors and practices of superintendents, assistant superintendents of human resources, and teacher union presidents in three high performing urban school districts in Southern California. The relationship between district leaders and collective bargaining agreements was also explored. Data collection consisted of in-person interviews and district documents. Findings revealed district leaders engage in nine leadership practices and behaviors. School districts were found to have high levels of trust and collaboration between teachers and management. Findings also revealed five leadership practices reflected in collective bargaining agreements. Strategic plans and Local Control Accountability Plans appear to play a major role in the management of human capital. School districts are recommended to invest in human capital, labor-management relationships, and to build collaborative partnerships between school districts and teacher unions.