A CASE STUDY ON THE COLLECTIVE BARGAINING BETWEEN TEACHER UNION AND A PRIVATE SCHOOL

• Main Authors: CHEN,CHIH-MING, 陳志明
• Other Authors: LIN, MEI-CHIN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/13100578121066872105

碩士 === 輔仁大學 === 教育領導與發展研究所碩士在職專班 === 105 === The primary objective of this case study is to explore the collective bargaining process between a private primary school teachers union and the school. Research methods used are literature review, semi-structured interviews and collection of empirical documents. Analysis on the political behaviors of the school board of trustees, school principal, and the teachers union were also conducted. In addition, their roles and ways of communication and negotiation are also noted. A total of 12 respondents, consisting of teachers and union officials, were surveyed in this study, while supplemented by 18 documents, as evidence. After using the triangulation data analysis method, the following conclusions were reached: In this case, the two recent school principals, appointed by the school board of trustees, way of communicating and way of doing things did not get the teachers’ organization support. There were gaps in the execution on the part of the management model and management philosophy. The board of trustees, the school principal, and the teachers lack good communication, which led to the disharmony within the school. Therefore, the teachers need to band together their strength through its union and actively participate in the important meetings of the school. In the same case, after the school board of trustees has mandated the salary and welfare cuts, the school teachers (workers) union; in an attempt to protect the rights and interests of the teachers’; spontaneously formed a teachers (workers) union. They utilized the labor Union Act’s three labor rights to fight for these teachers’ rights and interests, such as the Collective Bargaining Act, which aims at negotiating for the rights and interests of the teachers; at the same time, according to teacher-related laws and regulations, participate in the various school committees in order to provide ideas and suggestions. Finally, following the negotiation process, the school’s labor and management, both parties adopted a zero-sum model of distributive bargaining, with both sides sticking to their respective positions. After repeated negotiations, no consensus could be found. For the incumbent school principal, salaries and welfare cannot be changed. Both parties agreed to suspend the more than two years negotiation, which will enable the teachers union to seek once again the legal means to resolve the dispute arising from the rights and obligations of both parties.