The effects of sunshine legislation on the collective bargaining process in public education as perceived by administrators, teachers, and labor relations specialists in seven states

Abstract

The specific intent of this inquiry was to ascertain the effects of sunshine legislation on the collective bargaining process in public education. The recency of sunshine legislation and the scarcity of current, relative data on the effects of sunshine legislation was the controlling factor in the undertaking of this research. Further, this inquiry reflects the intent of exploratory research as delineated by Kerlinger. The empirical aspects of this inquiry were guided by eight research questions. The data necessary to answer these research questions were gathered through a postal questionnaire. The parties sampled were public school teachers and administrators in the seven states that currently have some form of sunshine legislation. A group of labor relations specialists was also sampled as a means to extend the information base. The eight research questions were: (1) has sunshine legislation resulted in changes in the public's participation in the collective bargaining process; (2) has sunshine legislation resulted in changes in the news media's participation in the collective bargaining process; (3) has sunshine legislation resulted in changes in the negotiations process; (4) has sunshine legislation resulted in changes in the contracts negotiated; (5) what are the contemporary positions of the parties involved concerning the continuation or expansion of sunshine legislation in the collective bargaining process in education; (6) what are the advantages to employees of sunshine bargaining; (7) what are the advantages to employers of sunshine bargaining; and (8) what are the advantages to the public of sunshine bargaining.The following conclusions were drawn: (1) After initial bargaining sessions, the public and media tend to lose interest in the protracted sessions that follow. (2) Sunshine legislation has not had a major impact on the negotiations process or the various items contained in a teacher's contract. (3) Public sector bargaining is generally viewed as a political process. Therefore, sunshine legislation by opening the collective bargaining process to more public and media participation was perceived by the respondents as a further politization of this process. (4) Any effects sunshine legislation had on the current practice of collective bargaining in public education have not been of a major magnitude.