Perceptions of the relationship between process components and indicators of successful board-teacher negotiations in Nebraska Class III school districts

The purpose of the study was to determine if there was a relationship between process elements of negotiations and the indicators identified with successful negotiations. A survey instrument was used to assess the perceptions and opinions of superintendents, teacher negotiators, and board presidents/negotiators in Nebraska Class III school districts regarding bargaining process and outcomes. The following conclusions are based on the findings of the study: (1) It is the perception of the respondent groups that there is perceived to be a significant relationship between those components associated with bargaining process and the outcomes associated with success. The components of Team Selection, Strategy and Table Tactics, and Ratification and Contract Administration were found to positively impact successful bargaining outcomes. (2) There is a common approach to negotiations in Nebraska Class III districts. The typical model of negotiations in Nebraska Class III school districts resembles the traditional private sector model wherein parties exchange proposals and counter-proposals. (3) Considering that the model used may not have directly addressed all planning components, the study did not show that planning and preparation was statistically significant in relationship to successful outcomes. It is recommended that: (1) Since knowledge and understanding of the provisions of the agreement are perceived as so important in positive contract administration activities, efforts should be made to more thoroughly and more openly communicate to the parties involved the provisions of the proposed agreement before ratification. (2) Since Team Selection is perceived as being significantly related to successful outcomes, each party should select experienced team members who are knowledgeable about the process. (3) Since it is perceived that Strategy and Table Tactics positively impact successful bargaining outcomes, the parties should strive to devise ground rules that maximize dialogue and understanding. (4) Since Team Selection, Strategy and Table Tactics, and Ratification and Contract Administration are perceived as being significantly related to successful bargaining outcomes, those components as commonly practiced should be continued as the basic model of public education bargaining