Dissertations and Theses @ UNI


Open Access Dissertation


Teachers' unions--Iowa--Public opinion; Collective labor agreements--Teachers--Iowa--Public opinion; Teachers--Iowa--Attitudes; School administrators--Iowa--Attitudes;


Previous studies have looked at collective bargaining and teachers’ associations and their impact on student achievement, but the results are mixed. Absent from the literature are studies that analyze data gathered after the passage of the federal No Child Left Behind Act of 2001. The focus of this study was to explore urban Iowa public school administrators’ and teachers’ current perceptions of the relationship between teacher associations and collective bargaining. It is the intent of this research to understand what the administrators and teachers in this study perceive about teacher associations and collective bargaining and why they maintain these perceptions.

For this study, semi-structured interviews were used to understand the perceptions of school administrators and teachers on collective bargaining and teacher associations in an urban Iowa school district. These interviews were designed to explain current teacher and administrative perception on this research topic.

The research offers a number of implications for educators at all levels. The data collected from this study could assist school administrators and public school teachers in understanding the perceptions of others prior to entering collective bargaining negotiations. The various groups could use this information to provide professional development for each group to support working together and ensuring actions that serve the best interest of the students, all while protecting their own professional interests.

Year of Submission


Degree Name

Doctor of Education


Department of Educational Leadership and Postsecondary Education

First Advisor

Victoria Robinson, Chair

Date Original


Object Description

1 PDF file (viii, 119 pages)



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