Human Resources Contract Arbitration

Low pay, overcrowded classrooms, inadequate student supplies, rising violence, and increasing accountability all impact teacher morale in a deleterious manner in contemporary education. Many teachers complain that despite attempts at improvement, they still face overcrowded classrooms, are bogged down by paperwork, and lack adequate preparation and planning time. Further, there is increasing pressure on teachers from parents, legislators, and administrators where student performance is concerned, all for pay that is non-competitive with industry amidst growing student violence. In addition, restructuring of school infrastructures and teaching methodologies, influenced by everything from technology to school-based management (SBM), have put additional pressures on educators where accountability, performance, and adaptability are concerned. Because of these and a host of other issues, many teachers have resorted to work stoppages in the form of strikes organized and supported by teacher unions and organizations like the National Education Association (NEA), the Buffalo Teachers Federation (BTF), the Wayne Education Association (WEA), and countless other teacher unions and agencies across the nation. Collective bargaining is the process of negotiating a labor contract between management and labor. The process is often both lengthy and adversarial, because it usually determines wages, benefits, working conditions, and o

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ority and more responsibility, and other issues typically making the list of teacher complaints when it comes to factors that lower morale, salaries and pay-scales still remain the number one factor de-motivating teachers. Some industry experts argue that teachers are traditionally paid lower wages than industry counterparts because they are more often female "People's views about how much teachers should be paid have a lot to do with the fact that classroom teachers are overwhelmingly female" (Chadwick 2). Further, in the past, teacher salaries were often considered adequate in relation to the overall economy and comparison salaries from other fields. However, over the past thirty years the economy has rapidly expanded and in today's booming economy many teachers recognize they are able to earn more income in a different profession. In a society that is materially oriented, low salaries often decrease morale "For the new generation of teachers, money and respect are just as important, if not more, because in a booming economy, young teachers know that if teaching doesn't offer them these things, they can go elsewhere" (Chadwick 2). Others argue that collective bargaining often fails when it comes to satisfying teachers or

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