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The purpose of this study was to test the hypothesis that collective bargaining is a viable alternative to unilateral policy making by boards of education in Pennsylvania's public schools. Corollary hypotheses tested were that teacher participation in some traditional management functions is beneficial and that a limited right to strike is necessary to make the collective bargaining process work. Testing the feasibility of the limited right to strike required an examination of the means of impasse resolution, the costs of strikes and the effectiveness of the limited right to strike