本研究主要目的是探討教育組織集體協商的範圍、原則、運作歷程、可能遭遇的困難和解決之道，並探討我國教育組織集體協商的現況和相關意見，根據研究結論提出建議，以供我國教育組織集體協商之參考。
為達上述目的，本研究兼採文獻分析、問卷調查、訪談為研究方法，透過文獻分析以作為調查和訪談研究的基礎，再編製「教育組織集體協商調查問卷」，進行調查研究；編製訪談大綱，進行訪談，以瞭解我國教育組織集體協商的現況和相關意見。調查和訪談對象為公私立高（職）國中小學學校行政、教育行政機關和教師會人員；問卷部分，共發出問卷622份，實得有效問卷413份；訪談對象為15人。最後將文獻探討、問卷調查和訪談結果，做成結論，並據以提出建議，以達研究目的。
依據文獻探討、問卷調查和訪談結果的發現，歸納出以下結論：
一、就長遠來看，宜集體協商簽訂教師聘約；但目前協商完成教師聘約準則或聘約的縣市和學校為數仍少。
二、宜納入協商範圍的項目有聘約協商規則和教學事務規定等八項；前二項目前已納入，但仍不普遍。
三、宜做到的協商準備活動有預定議題和蒐集並分析資料等八項；目前有五項已做到，但仍不普遍。
四、宜分配的協商團隊角色任務有法令分析、協商記錄、工作分析、協商主談、財務分析五項；目前只有一項做到，但仍不普遍。
五、宜進行的協商程序有提出協商版本並加以說明與運用協商策略和戰術等五項；目前有三項程序已進行，但仍不普遍。
六、宜運用的處理僵局方法有調解、調查、仲裁三種；但目前缺乏這些機制，較常運用的是請教育局、民意代表或縣市教師會協助。
七、宜採行的契約生效方式在協商代表簽字後，可陳報主管教育行政機關備查，或經教師會同意再陳報主管教育行政機關；目前第一種雖已採行，但仍不普遍。
八、宜採行的瞭解契約途徑有提供成員每人一份協商契約和由協商代表向成員說明等四項；前二項目前雖已採行，但仍不普遍。
九、主管教育行政機關或學校違反協商契約時，教師會或教師宜採行的申訴程序為向學校主任和校長申訴等五項；但目前採行情形不普遍。
十、宜掌握的協商原則有誠信、合法、合作、對等、書面、彈性、漸進、同理八項；目前上述八項原則雖已掌握，但仍不普遍。
十一、宜運用的協商策略為整合式；目前雖已運用，但仍不普遍。
十二、可採用的協商戰術有贏了裡子給對方面子和掌握機先主導協商等六項；前二項目前雖已採用，但仍不普遍。
十三、可能遭遇的協商困難有法令不周全和協商知能不足等十三項，前七項目前已遭遇；宜採用的解決協商困難方法有加強教師會專業形象等十四項，前四項目前雖已採用，但仍不普遍。
十四、教師聘約宜在全國或縣市層級協商；協商代表人員主要是教師會人員、教師代表、學校主任和組長、校長，人數宜為五人左右。
十五、不同背景填答者對教育組織集體協商應然面的意見大同小異，但對實然面的意見小同大異，其中以不同現職者的意見差異較大。
依據研究結論，對教育組織集體協商範圍和歷程，與教育行政機關、學校行政和教師會，提出建議如下：
壹、對教育組織集體協商範圍和歷程的建議
一、在協商的範圍方面，可增加教師會、學校行政和主管教育行政機關的權利和義務、教師人事、福利和薪資六項，以明訂雙方的權責。
二、在協商的準備活動方面，宜加強預定協商的策略和戰術、預定處理協商僵局方法、預定協商的基本規則，以有效達成協商目標。
三、在協商團隊的角色任務方面，宜加強分配法令分析、協商記錄、協商主談、財務分析之角色任務，以發揮協商團隊功能。
四、在協商的程序方面，宜靈活運用協商的策略和戰術，進一步可將協商結論寫成契約的型式。
五、在處理協商僵局方面，宜運用調解、調查和仲裁的處理僵局方法，以解決協商僵局。
六、在契約生效方面，協商代表簽字後，可採行陳報主管教育行政機關備查生效，或經教師會同意再陳報主管教育行政機關同意。
七、在契約瞭解途徑方面，宜加強編輯契約內容疑義讓成員參考，進一步可由協商代表向媒體和大眾說明，以正確執行契約。
八、在申訴程序方面，可依序向處室主任、校長、主管教育行政機關、主管教育行政機關首長和仲裁者申訴，以解決違反協商契約問題。
九、在協商的原則方面，宜加強掌握誠信、合法、合作、對等、書面、彈性、漸進和同理原則，以促進協商順利進行。
十、在協商的策略方面，宜多運用整合式策略，以利教育長期發展。
十一、在協商的戰術方面，可多運用增強提案的合理性、請具影響力的人協助、運用輿論、增加履行義務等戰術，以達成預定目標。
十二、在解決協商困難方面，宜詳訂協商法令和做好協商準備等十項，以使協商順利進行。
貳、對教育行政機關、學校行政和教師會的建議
一、對三者的共同建議：（一）完成教育組織集體協商的立法，明訂詳細周全的集體協商法令。（二）充實集體協商相關知能，熟悉集體協商運作歷程。（三）尋求學者專家和顧問的協助。
二、對教育行政機關的建議：（一）調整態度、開放心胸、對等看待教師會。（二）善盡督導下級單位和學校正確執行協商契約之責。（三）順應民主潮流，與教師會建立良好的協商關係。
三、對學校行政的建議：（一）學校行政應採用民主開明的領導風格。 （二）學校行政應和教師會互助合作。（三）建立便捷通暢的溝通管道。
四、對教師會的建議：（一）提升教師民主法治和理性溝通的素養。 （二）開發資源，以厚植實力。（三）建立專業形象，以獲得大眾支持。

The main purpose of this study is to explore the score, principle, process, difficulty and solutions to collective bargaining. It also aims to comprehend opinions and current situation of collective bargaining in Taiwan education. Based upon the research findings, suggestions would be offered.
This study is accomplished with the process of literature analysis, questionnaires and interviews. Based on the documentary analysis, the score, principle, process, difficulty and solution are brought forth to tackle with. Primitive understanding of all these issues helps to scaffold the fundamental and theoretical guidelines for research. The “Questionnaire for Collective Bargaining in Education” and interviews are later used for investigation on the current situation and opinions of collective bargaining in Taiwan education. The survey is conducted with 622 copies issued and with 413 effective copies returned. A total of 15 people selecting from various schools, education administration staffs and teachers’ association are interviewed.
From the data of literature analysis, questionnaire and interview investigations, the conclusions are as following:
1 For long-term perspective of development, teachers’ contract should be prescribed through collective bargaining. Yet, currently, only a few schools and counties implement it.
2. Eight issues should be contained in the scope of negotiation, such as: regulations of making contract and other affairs concerning with teaching. Though current negotiation consists of these two items, but they’re not frequently applied.
3. Eight items should be prepared before negotiation. Among them are picking-up main issues and collecting adequate related-information for analysis. Current measurements consist 5 of them, while not frequently applied.
4. The task assignment is mainly divided into 5 parts: attorney, recorder, job specialist, chief spokesperson and finances analysis. Among these, job specialist is currently adopted, while not frequent.
5. In the process of negotiation, presenting and explaining of proposal and using of strategies and tactics could be included. Among these five items, three of them are currently involved, while not frequent applied.
6.In case of the stalemate, suggesting measurements are mediation, further investigation and arbitration. Among these three, none is adopted. Seeking support from education administration, councilor and county teachers’ association for assistance are more often accepted.
7.Two ways to put the contracts into effect. First, present the consensus contract with representatives’ signatures to education administration organization for approval. Second, present the contrast with the endorsement of teachers’ association to education administration organization for approval. The first method is currently involved, but not frequently.
8. Four ways to make content well acknowledged. For example, provide copy to each member or make illustrated by negotiating representatives. Some of them are currently involved, while not frequently applied.
9. For the grievance procedures, when school/educational administration organization violated agreement, teacher/teachers’ association could grievance to chief of staffs in school and principal…etc. by this order. Among these five procedures, no one is currently involved.
10. For the principles of negotiation, honest, legal, collaboration, reciprocal, in written form, flexible, negotiating from easy to difficult and changing position to consider could be included. These 8 principles are currently involved, while not frequently applied.
11.Try to develop integrative strategy. It is currently manipulated but not frequently.
12. The best result for negotiation is a win-win situation; one gains the face and the other substantially. Among these six items, two of them are currently involved, while not frequently applied.
13. Thirteen factors might generate disruption in negotiation. Seven of these difficulties actually occur. Fourteen solutions could be reached, such as the establishing professional icon of teachers’ association. Four solutions are adopted currently, yet not widespread.
14. Teachers’ agreement could be negotiated at nation or county level. The negotiating representatives are teachers’ association members, teachers’ representatives, chief and staff of school, principal. The number of negotiating representatives was about five.
15. The opinions from various background respondents are similar in how collective bargaining should be done in education. While, opinions differentiate in what collective bargaining has ready been done.
Based upon the research findings, suggestions to the score and process of collective bargaining in Taiwan education could be attempt to strengthen above items. Suggestions to school and educational administration and teachers’ associations as following:
1.Common suggestions: (1) Make rules clear and distinct. (2) Collect relative information and skill of bargaining and be familiar with its process. (3) Seek the assistance from the expertise and consultants in this field.
2. Suggestions to educational administration: (1) Be open-minded! Treat the teachers’ association in the equal status. (2) Supervise the subordinate organization and execute the rules in the contract appropriately. (3) Establish sound mutual relationship with teachers’ association.
3. Suggestions to school administrator: (1) Operate school in a democratic way. (2) Cooperate with teachers’ association. (3) Establish clear communicating channel.
4. Suggestions to teachers’ association: (1) Communicate with ration. (2) Explore rich resources. (3) Shape professional image.

壹、中文部分
王家通（1995）。教師的地位與權力。載於中華民國師範教育學會主編，教師權力與責任（頁67-86）。台北：師大書苑。
方沛清（2003，11月30日）。義十萬學生教師上街頭抗議教改政策。中央通訊社，取自http://newspchome.com.tw/internation/can/20031130/ index-20031130050443180011.html
台北市教師會秘書處（2002）。教師法修法請教師審慎回應教育部發出之問卷。2002年1月20日，取自http://www.tta.tp.edu.tw
石文傑（1996）。教師法中教師權利與義務。教師人權，73，5-7。
白世文（1998）。台北市國民小學教師會參與學校行政決定之研究。國立台北師範學院國民教育研究所碩士論文，未出版，台北。
全國教師會（2002）。九十一年教育部與全國教師會協商會議備忘錄。2002年9月18日，取自http://file.nta.edu.tw/nta/board/board.asp
全國教師會（2002）。教師法施行細則修訂（全國教師會與教育部協商後記錄）。2002年10月18日，取自http://file.nta.edu.tw/nta/board/board.asp
全國教師會（2002）。全國教師聘約準則（草案）（全國教師會版91.6.5）。未出版。
全國教師會（2002）。全國教師聘約準則及教師聘約說明。2002年6月11日，取自http://file.nta.edu.tw/nta/board/board.asp
朱輝章（1998）。我國教師組織之研究----以教師會為中心。國立高雄師範大學教育學系碩士論文，未出版，高雄。
行政院教育改革審議委員會（1996）。第四期諮議報告書。台北市：作者。
何清欽（1982）。教育參與學校經營論之探討。國立高雄師範學院教育學系及教育研究所教育學刊，4，1-38。
吳明清（1997）。學校再造的理念及策略。論文發表於國立台北師範學院國民教育研究所主辦之「現代教育論壇」論文，台北。
吳清山（1994）。美國教育組織與行政。台北：五南。
吳清山（1996a）。大家一齊來關心學校教師會的成長。北仃虼|，15，12-14。
吳清山（1996b）。教師組織的定位和展望。教育資料與研究，8，2-8。
吳清山、林天祐、張德瑞、劉春榮、蔡佳霖、鄭望崢（1998）。學校行政、教師會和家長會互動模式妞膍s。台北市教育局委託研究。
吳昆璋（1993）。我國公立中小學師籌組工會可行性之研究。國立中正大學勞工研究所碩士論文，未出版，嘉義。
李義男（1995）。學校公共關係的理論與實務----以美國為例。台北：五南。
李建興（1996）。教師會及其因應之道。台灣教育，544，2-5。
沈春生（1998）。中美日三國教師組織之比較研究。國立高雄師範大學教育學系碩士論文，未出版，高雄。
林天祐（1996）。學校教師會與學校行政：競爭與合作。教育資料與研究，8，18-19。
林君齡（2001）。國民中學學校教師會運作之微觀政治個案研究。台灣師範大學教育學系碩士論文，未出版，台北。
林淑華（2000）。國小教師參與學校教師會的功能需求、運作策略興組織滿意之關係研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東。
柯素月（2001）。國民小學學校教師會之個案研究。國立臺中師範學院國民教育研究所碩士論文，未出版，台中。
高義展（1998）。國民小學學校教師會組織功能、影響型態、與學校效能關係之研究。國立高雄師範大學教育研究碩士論文，未出版，高雄。
涂慶隆（1999）。國民小學學校教師會集體協商功能及其運作歷程之研究。台北市立師範學院國民教育研究碩士論文，未出版，台北。
秦夢群（1998）。教育行政----實務部份。台北：五南。
徐國淦、許峻彬（2002，9月9日）。爭取教師工會權藍白領聯手。聯合報，6版。
張明輝（1998）。校園民主應否戒急用忍----中小學學校自主改革成效初探。中等教育，49(2)，78-87。
張明輝（1999）。學校教育與行政革新研究。台北：師大書苑。
張天開（1988）。各國勞資關係制度。台北：中國文化大學出版部。
張煌熙（1996）。教師組織與集體談判的運用。教育資料與研究，8，9-10頁。
張容雪（1999）。學校教師會運作情形之研究：以台北縣市為例。國立台灣師範大學教育學系碩士論文，未出版，台北。
張慶勳（1996）。學校組織行為。台北：五南。
章倩萍（2002，9月9日）。積怨上心頭促使夫子上街頭。聯合報，6版。
教育部統計處（2000）。八十九學年度台閩地區國民中小學校概況統計。台北：作者。
教育部（2002）。促進中小決教師權益與改善教學基本環境相關問題Q＆A。台北：作者。
教育部（2002）。全國教師會擬與本部協商「全國教師聘約準則」之說明資料。2002年6月6日，取自教育部教研會。
教育部（2002）。院長接見全國家長團體聯盟代表紀要。2002年9月30日，取自教育部教研會。
教育部（2002）。教育部與中華民國教師會協商「教師法施行細則」部分條文修正草案會議紀錄。2002年10月18日，取自教育部教研會。
教育部（2002）。教育部與中華民國全國教師會協商「教師法」部分條文修正草案會議紀錄。2002年11月4日，取自教育部教研會。
教育部（2002）。教師法施行細則部分修正草案協調會會議紀錄。2002年11月6日，取自教育部教研會。
教育部（2002）。教育部與中華民國全國教師會協商「教師法」部分條文修正草案第二次會議紀錄。2002年11月22日，取自教育部教研會。
教育部（2002）。研商「教師法」修正草案專案小組會議紀錄。2002年11月27日，取自教育部教研會。
教育部（2002）。教師法修正進度說明。2002年12月9日，取自教育部教研會。
教育部（2002）。研商全國教師會版之「教師法」部分條文修正草案會議紀錄。2002年12月10日，取自教育部教研會。
教育部（2003）。「教師法」有關教師組織相關條文修正意見說明。2003年1月9日，取自教育部教研會。
教育部（2003）。有關「教師組織定位」問卷調查結果。2003年1月30日，取自：http://www.edu.tw/
曹芳齡（2002）。學校組織中集體協商運作之研究----以北部六縣市國民中學為例。國立台灣師範大學教育學系碩士論文，未出版，台北。
許世雨（譯）(1997)。D. A. DeCenzo & S. P. Robbins著。人力資源管理。台北：五南。
許如菁（2001）。教師權能的描繪與分析：一所國民小學及其學校教師會的經驗。國立中正大學教育研究所碩士論文，未出版，嘉義。
許敏溶、高琇芬（2002，9月29日）。教師遊行社運團體力挺。中央日報，1版，2版，3版，10版。
許藤繼（2000）。學校組織權力重建之研究。國立台灣師範大學教育學系博士論文，未出版，台北。
陳榮裕（2002，9月2日）。教師928決上街頭。中國時報，6版。
陳曼玲（2003，10月31日）。教師法施行細則立院委會廢止。中央日報，取自 http://nts1.nta.tp.edu.tw/~k2301/1News/2003/11/1/09.htm
陳文燦（1997）。我國國民小學教師對教師會組織之態度研究。國立嘉義師範學院國民教育研究所碩士論文，未出版，嘉義。
陳順和（1996）。淺釋教師法。教育資料與研究，10，34-37。
陳奎（1982）。英國教師組織的概況及其功能。載於中國教育學會主編，教育組織與專業精神（頁39-60）。台北：華欣文化。
葉卉軒（2002，9月13日）。教師組工會鬆綁家長聲明抗議。中央日報，10版。
傅瑜雯（1993）。我國教師組織之研究。國立台灣師範大學教育學系碩士論文，未出版，台北。
彭富源（1997）。學校教師會與教師專業自主。國立台灣師範大學教育學系碩士論文，未出版，台北。
湯堯（2000）。國內教師會的分析與展望。論文發表於國立政治大學教育學系主辦之「第六次教育行政論壇學術研討會」，台北。
蔡建仁（1995）。籌組教師會芻議。教師人權，71，4-9。
賴春錦（2003）。台北市國民中學學校行政協商之研究。國立台灣師範大學教育學系碩士論文，未出版，台北。
盧永山（2003，10月17日）。抗議政府新勞工法澳大學教授罷抗抗議。台灣立報，1版。
薛宗煌（1997）。學校教師組織的運作與問題之探討。教育資料文摘，236，83-91。
韓乃國（2002，11月27日）。倫敦數千教師罷工一日要求提高生活補助費。中央通訊社，取自 http://newspchome.com.tw/internation/can/20021127/ index-20021127021733010006.html
衛民（1999）。從勞動三權觀點論公共部門教師會協商權與罷工權，人文及社會科學集刊，11(2)，265-299。
謝文全（2001）。比較教育行政。台北：五南。
韓經綸（譯）(1994)。R. M. Steers著。組織行為學導論。台北：五南。
顏火龍（1985）。台北市立國民小學教師參與學校行政決定意願之研究。國立政治大學教育學系博士論文，未出版，台北。
貳、英文部分
Alberta Teachers’ Association (2002). Aspen view regional division No.19 September/2000-Auguest/2002. Retrieved June 5, 2002, from http://atanotesl. teachers.ab.ca/COLLagree.nsf
Albuquerque Teachers Federation (2001). The negotiated agreement between The Board of Education of The Albuquerque Municipal School District Number 12 and The Albuquerque Teachers Federation 2001-2002. (n.d.). Retrieved Augest 28, 2001, from http:/members.aol.com/ atfunion/negagtc.htm
Amagoalik, J. (2002). Nunavut’99. Retrieved November 5, 2002, from http://www. nunavut.com
Bascia, N.(1992). The role of unions in teachers’ professional lives.[CD-ROM]. Abstract from: proQuest File: Dissertation Abstracts Item: 9221593.
Battle River Teachers' Association (2000). Local bargaining agreement between the board of education of the Battle River school division NO. 60 and the teachers of the Battle River school division NO. 60. Retrieved April 23, 2002, from http://www.geocities.com/ Athens/Oracle/5182/linc2000.html
Boles, P. A. (1989). Collective bargaining for educational administrators: Oregon and Washington principles’ perceptions of working conditions. [CD-ROM]. Abstract from: proQuest File: Dissertation Abstracts Item: 8923175.
Boston Teachers Union (2001). Teacher, paraprofessional and substitute teacher contract between Boston Teachers Union, Local 66, and school committee of the city of Boston. (n.d.). Retrieved Augest 28, 2001, from http://www.aft.org/ research/models/contracts/teacher/boston /tocx.htm
British Columbia Teachers’ Federation (2002). Transitional collective agreement between B. C. public employers’ Association and British Columbia Teachers’ Federation. Retrieved April 22, 2002, from http://www.bctf.ca/Bargain/ agreements/provinces/provincial/trasitional-agreement.html
Brown, T. G. (1989). New communication in public school educational operations: the attitudes of chief negotiators for selected southeastern Michigan school districts and chief negotiators for the teacher organizations in those districts. [CD-ROM]. Abstract from: proQuest File: Dissertation Abstracs Item: 9022379.
Burns, V. G. (1985). A description administrators’ attitudes regarding collective bargaining. [CD-ROM]. Abstract from: proQuest File: Dissertation Abstract Item:8520763.
Buxton, S. L. (1989). Collective bargaining practices as perceived by Missouri school superintendents. (Doctoral Dissertation, University of Arkansas,1989). Dissertation Abstracts International, 50(7),1858A.
Canadian Teachers Federation (2002). Speaking for teachers. Retrieved April 10, 2002, from http://www.ctf-fce.ca/e/WHO/ speaking.htm
Castallo, R. T., Fletcher, M. R., Rosseti, A. D., & Sekowski, R. W. （1992）. School personnel administration: A practitioner's guide. Boston: Allyn & Bacon.
Castetter, W. B.（1996）. The human resource function in educational administration（6th ed.）. OH: Merrill.
Chatlain, D, L. (1989). A comparison of teachers’ attitudes between collective bargaining and collective gaining schools.(Doctoral Dissertation, University of Montana,1989). Dissertation Abstracts International, 51(3), 691A.
Cincinnati Federation of Teachers (2001). Collective bargaining agreement between the Cincinnati Board of Education and the Cincinnati Federation of Teachers Local 1520 AFT, OFT, AFL-CIO. (n.d.). Retrieved Augest 29, 2001, from http://www.aft.org/research/models/contracts/teacher/cincinnati/tabcon. htm
Cohee, W. T. (1991). Teacher organization and collective bargaining: A case study. [CD-ROM]. Abstract from: proQuest File: Dissertation Abstracts Item: 9223685.
Cooper, B. S. (1992). Trends and developments. In B. S. Cooper, (ed.), Labor relations in education: An international perspective(pp.29-50) . Westport, CT: Greenwood.
Cresswell, A. M., & Murphy, M.J. (1980). Teachers, unions, and collective bargaining in public education. Berkeley, CA: McCutchan.
DeMitchell, T. A., & Barton, R. M. (1996). Collective bargaining and its impact on local educational reform efforts. Educational Policy, 10(3), 366-378.
Department of Education and Skills (2002). Pay and conditions for teachers in England and Wales, 2000-2001. Retrieved Aprile 8, 2002, from http://www.dfes.gov.uk/teachingreforms/ rewards/strb2000
Drake, T. L., & Roe, W. H. (1999). The principalship. New Jersey: Prentice-Hall.
Dufalla, R. W. (1990). The negotiations process as a precipitator of teacher strikes: An analysis of districts with repeated strikes. (Doctoral Dissertation, University of Pittsburgh, 1990). Dissertation Abstracts International, 51(5),1456A.
Dunn, R. J. (1991). Teacher unionism and empowerment in rural Illinois school districts. [CD-ROM]. Abstract from: proQuest File: Dissertation Abstracts Item: 9210789.
Employers’ Organization (2000). Condition of service for school teachers in England and Wales. London: Employers’ Organization.
Employers’ Organization (2001). Pay in government 2001. London: Employers’ Organization for Local Government.
Federation of Nunavut teachers (2000). Collective agreement between the Federation of Nunavut teachers and the Minister Responsible for The Public Service Act. Retrieved June 5, 2002, from http://www.fnt.nu.ca/fnt/collect/ collect.shtml or http://www.gov.nu.ca/fnt.pdf
Flanagan, P. T. (1990). Perception of teachers and school board negotiators with regard to issues in striking and non-striking districts in Minnessota during the 1981-1982 teacher-school board collective bargaining sessions. [CD-ROM]. Abstract from: proQuest File: Dissertation Abstracts Item: 9009484.
Granger, J. W. (1989). Career-bound and superintendents: Attitudes toward involvement in the collective-bargaining process. [CD-ROM]. Abstract from: proQuest File: Dissertation Abstracts Item: 9210789.
Grant, M. (1992). United States of America. In B. S. Cooper, (ed.), Labor relations in education: An international perspective(pp.273-298) . Westport, CT: Greenwood.
Grant, M. (1992). Canada. In B. S. Cooper, (ed.), Labor relations in education: An international perspective(pp.29-50). Westport, CT: Greenwood.
Grifa, T. C. (1991). Attitudes toward collective bargaining among New Jersey high school principals. Dissertation Abstracts International, 52(12), 4162A. (University Microfilm No. DA9213605).
Hack, W. G., Candoli, I. C., & Ray, J. R.（1995）. School business administration: A planning approach(5th ed.). Boston: Allyn & Bacon.
Hammond Teachers Federation (2001). Master contract and cumulative supplement January 1, 1990 – January 31, 2001 between Hammond Teachers Federation, Local 394, and The Hammond Board of School Trustees. (n.d.). Retrieved Augest 29, 2001, from http://www.aft.org/research/models/contracts/teacher/ hammond/contents.htm
Hannon, S. M. (1996). Principals’perceptions of their role in teacher collective bargaining. (Doctoral Dissertation, University of St. Thomas,1996). Dissertation Abstracts International, 57(8), 3338A.
Harris, B. M. , McIntyre, K. E. , Littleton, V. C. , Jr. & Long, D. F. （1985）. Personnel administration in education: Leadership for instructional improvement（2nd ed.）. MA: Allyn & Bacon.
Herman, J. J., & Megiveron, G. E. (1993). Collective bargaining in education: Win/win, win/lose, lose/lose. Lancaster, Pennsylvania: Technomic.
Hull, S. L. (1994). Educational policy bargaining in an eraof school reform. [CD-ROM]. Abstract from: proQuest File: Dissertation Abstracts Item: 9418995.
Johnson, S. M., & Kardos, S. M. (2000). Reform bargaining and its promise for school improvement. In Tom Loveless(ed.), Conflicting missions? teacher unions and education reform. Washington, D. C.: The Brookings Institution.
Johnston, R. W. (1982). Negotiation strategies: Different strokes for different folks. Personnel Journal, 59(2), 36-44.
Keane, W. G. (1996). Win/win or else : Collective bargaining in an age of public discontent. Thousand Oaks, CA: Corwin Press.
Kennedy, G., Benson, J., & McMillan, J. (1982). Managing negotiations. Upper Saddle River, NJ: Prentice Hall.
Kerchner, C. T., & Mitch, D. E. (1988). The changing idea of a teacher’s union. Philadelphia, PA: Falmer.
Kimbrough, R. B., & Nunnery, M. Y. (1988). Educational administration (3rd.ed.). New York: Macmillan .
Lambert, V. (1988). Example of fractional bargaining in public schools. [CD-ROM]. Abstract from: proQuest File: Dissertation Abstracts Item:8811852.
Lawn, M., & Whitty, G. (1992). England and Wales. In B. S. Cooper, (ed.), Labor relations in education: An international perspective (pp.71-91) . Westport, CT: Greenwood.
Lieberman, M., & Moskow, M. H. （1966）. Collective negotiations for teachers. Washington, DC: Office of Professional Development and Welfare.
Lunenburg, F. C., & Ornstein, A. C.（2000）. Educational administration: Concepts and practices（3rd ed.）. Belmont, CA: Wadsworth.
MacKay, A. W. (1984). Education law in Canada. Nova Scotia: Emond-Montgomery .
Marks, L. (1990). Analysis of meet-and-confer and collective bargaining as a practice in Chicago area Hebrew Day School. (Doctoral Dissertation, Loyola University of Chicago, 1990). Dissertation Abstracts International, 51(7), 2534A.
Maupin, M. M. (1992). Collective bargaining in Clifornia school districts: Are these alternative labor relations? (Doctoral Dissertation,University of California,1992). Dissertation Abstracts International, 53(8), 2629A.
McGuire, K. M. (1992). Fact-finder reports: Their acceptance in negotiated public school collective bargaining settlements,1976-1991. (Doctoral Dissertation, The University of Iowa, 1992). Dissertation Abstrcts Imternational,53(7),2191A.
Miller, W. C., & Newbury, D. N. （1970）. Teacher negotiations: A guide for bargaining teams. NY: Parker.
Morphet, E. L. , Johns, R. L., & Reller, T. L. （1982）. Educational organization and administration: Concept, practices, and issues（4th ed.）. NJ: Prentice-Hall.
National Education Association（1965）. Guidelines for professional negotiation. Washington, DC: Office of Professional Development and Welfare.
Nation Union of Teachers (2000). Teachers pays and conditions. Retrieved March 24, 2002, from http://www.teachers.org.uk/index.php
New Brunswick Teachers’ Federation (2001). Agreement between board of management and the New Brunswick Teachers’ Federation. Retrieved June 5, 2002, from http://www.nbtf-fenb.ab.ca/ nbtf.htm
New Brunswick Teachers' Association (2002). History of the New Brunswick Teachers' Association. Retrieved March 24, 2002, from http://www.nbta.ca/ index1.1.html
Newfoundland and Labrador Teachers’ Association (1998). Provincial collective agreement between the Newfoundland and Labrador School Boards’ and Newfoundland and Labrador Teachers’ Association. Retrieved May 1, 2002, from http://www.nlta.nf.ca/HTML_Files/html_pages/publications/agreement/ agreement.html
Northwest Territories Teachers’ Association (2001). Collective agreement between the Northwest Territories Teachers’ Association and the Minister responsible for the Public Service Act. Retrieved April 3, 2002, from http://www.nwtta.nt.ca/
Olson, C. P. (1999). The effects of educational restructuring in Alberta on teacher collective bargaining. Doctor Philosophy. University of Wisconsin Madison.
Ontario Teachers Federation (2002). Elementary Teachers’ Federation of Ontario(ETFO). Retrieved March 24, 2002, from http://www.otffeo.on.ca/ aff/etfo.html
Pittsburgh Federation of Teachers (2001). Collective bargaining agreement teachers and other professional employees January 1, 1995-December 31, 1998 Pittsburgh Federation of Teachers, Local 400, and The Pittsburgh Board of Public Education. (n.d.). Retrieved Augest 29, 2001, from http://www.aft.org/research/models/contracts/teacher /pit/pittoc.htm
Rebore, R. W.（1998）. Personnel administration in education: A management approach（5th ed.）. Boston: Allyn & Bacon.
Rech, R. R., & Long, B. G. (1987). The Win-Win negotiator. Kalamazoo, MI: Spartan.
Redfern, G. B.（1967）. Ways and means of PN: Professional negotiations and the school administrator. Arlington, VA: American Association of School Administrators.
Rochester Teachers Association (2001).Contractual agreement between The City School District of Rochester, New York and The Rochester Teachers Association(NYSUT/AFT – AFL/CIO) July 1, 1996 – June 30, 2000. (n.d.). Retrieved Augest 29, 2001, from http://www.aft.org/research/models/contracts/ teacher/rochest/rtatoc.htm
Saint Paul Federation of Teachers (2002).1999-2001 Saint Paul Public Schools Independent School District No.625 Terms and Conditions of Professional Employment Agreement between the Saint Paul Board of Education and the Saint Paul Federation of Teachers. (n.d.). Retrieved April 28, 2002, from http://www.spps.org/hrdept/contracts/C CCEA00-02.html
Saskatchewan Teachers’ Federation (2000). Provincial collective bargaining agreement between Board of Education and the Government Saskatchewan and the Teachers of Teachers of Saskatchewan Association. Retrieved April 23, 2002, from http://www.stf.sk.ca/menber_ben/ bargaining/pdf/coll_agree_00.pdf
Seattle School District No.1 (1997). Collective bargaining agreement between Seattle School District No.1.and SEA certificated non-supervisory employees 1997-2000. Printed by SEA.
Seifert, R.（1996）. Human resource management in schools. London: Pitman Publishing.
Sergiovanni, T. J., Burlingame, M., Coombs, F. S., & Thurston, P. W.（1999）. Educational governance and administration(4th Ed). Boston: Allyn & Bacon.
Seyfarth, J. T.（1996）. Personnel management for effective schools. Boston: Allyn & Bacon.
Sharp, W. L. (1993). Collective bargaining in the public schools. Wisconsin: Brown & Benchmark.
Snider, D. C. (1996). An exploratory study of collaborative bargaining in selected Oklahoma school districts. [CD-ROM]. Abstract from: proQuest File: Dissertation Abstracts Item: 9706003.
Stone, J. (2000). Collective bargaining and public school. In T. Loveless(ed.), Conflicting missions? teacher unions and education reform. Washington, D. C.: The Brookings Institution.
Teachernet(2002). The role of the school teachers’ Review Body (STRB). Retrieved Aprile 8, 2002, from http://www.teachernet.gov.uk/teacherspaySTRB
Teachers Association of Anne Arundel County (2002). 2001-2002 Negotiated agreement between the Teachers Association of Anne Arundel County and The Board of Education of Anne Arundel County. (n.d.). Retrieved April 29, 2002, from http://www.msta.nea.org /taaac/Contract%20-%20TOC.htm
Tinder, R. L.(1989). A comparison of selectes fringe benefits contained in the collective bargaining agreements of small, unit school districts in illinois. [CD-ROM]. Abstract from: proQuest File: Dissertation Abstracts Item: 8918628.
Tolsma, A. A. (1994). Impact of interest-based bargaining in California School districts trained by the California Foundation for the Improvement of Employer-Employee Relation.(Doctoral Dissertation, University of La Verne,1994). Diisserertation Abstrcts International, 55(12), 3710A.
United Educators of San Francisco (2001). Contract between San Francisco Unified School District SFUSD and United Educators of San Francisco. (n.d.). Retrieved Augest 28, 2001, from http://www.uesf.org/ teacherKcontents.html
United School Employees of Pasco FEA/United (2001). Contract between Pasco County School District and The United School Employees of Pasco FEA/United, AFT-CIO 1997-2000. (n.d.). Retrieved Augest 29, 2001, from http:// www.aft.org/research/models/contracts/teacher/pasco /toc.htm
Webb, L. D., & Norton, M. S.（1999）. Human resources administration: Personnel issues and need in education（3rd ed.）. Englewood Cliffs, NJ: Prentice-Hall.
Webb, L. D., Greer, J. T., Montello, P. A., & Norton, M. S.（1987）. Personnel administration in education: New issues and new needs in human resource management. Ohio: Merrill.
Webster, W. G. (1985). Effective collective bargaining in public education. Iowa: Iowa State University Press.
Yukon Teachers’ Association (2001). Collective agreement between the government of Yukon and the Yukon Teachers’ Association. Retrieved June 5, 2002, from http://www.yta.yk.ca/ english/index.html