Leading the Local: Teachers Union Presidents Chart Their Own Course

Abstract

Teachers unions are among the most powerful, yet least studied, actors in public education today. Although public attention focuses on the influence of national unions, the policies that most affect teachers and schooling are bargained by local unions and school boards. Interviews with 30 recently elected local union presidents reveal that these leaders balance competing interests and obligations, from the concerns and priorities of their members to pressures from state and national affiliates. Although these presidents reaffirm the traditional union agenda, most also advocate an expanded agenda of teacher professionalism and more collaborative approaches to collective bargaining and contract management.

We appreciate the support of Education Sector, which commissioned this study, and the Joyce Foundation, which funded the research. The conclusions are solely those of the authors. We also thank the union presidents for their time and thoughts. A full list of the presidents interviewed can be found in the appendix.

Notes

¹ An earlier report based on this study (Johnson, Donaldson, Munger, Papay, & Qazilbash, 2007) documents the presidents' views of and approaches to leading two generations of teachers; engaging in collective bargaining and contract management; reforming teachers' pay; and advancing teacher quality. This article focuses on their priorities and practices as leaders, examining how they respond to their affiliates' priorities and members' concerns as they set a direction for their organization.