| Problem: Schools face negotiations with teachers' unions under highly charged conditions or with a history of confrontational relations between management and teachers' unions. However, some school administrators conduct these negotiations effectively while establishing or maintaining good relationships with their teachers.;Purpose: The purpose of the study was to identify the elements that contribute to successful negotiation practices between school district officials and teachers' unions while maintaining good working relationships.;Methodology: This study gathered quantitative and qualitative data through a Delphi study. This approach was effective because the Delphi method works well when the goal is to improve an understanding of problems, opportunities, solutions, or to develop forecasts (Skulmoski, Hartman, & Krahn, 2007). The study asked 3 research questions: 1. What did expert panelists report as contributing factors to maintaining positive relationships with teachers and teachers' unions? 2. What communication styles, training, or other elements contribute to successful contract negotiations and good working relationships with teachers' unions? 3. What strategies did experts suggest for the future to maintain congenial administration/teacher relationships in light of the challenges facing education?;Findings: Communication surfaced as a core requirement for successful negotiations. Full agreement (5.0 on a 5.0 scale) was reached on "Fully understanding the parameters of the board and articulating those parameters"; experts also unanimously agreed it was important to "Know your Collective Bargaining Agreement as well as all MOUs (and any other side letters) so you are not surprised at the table." The statement with the lowest rating at 2.8 was "It is important for districts to negotiate seniority and layoff rights for certificated employees because of possible changes in California labor law.";Recommendations and Conclusions: Two essential factors are trust and transparency. Talk with the union president regularly, sharing concerns, problems, and ideas that affect certificated staff. Discussions should be open and candid. Then, when it is time to negotiate, both sides are aware of the context and factors which contribute to contract reopeners. Spend time working with the superintendent to finalize the district's initial proposal. It is also important to ensure that the board's vision is carried out through the negotiations process. |
