This study examined the extent to which Florida public school library media specialists and their programs were mentioned in negotiated agreements and the extent to which Florida public school library media specialists and Florida public school teacher negotiation team members shared similar perceptions as to the appropriateness of including specific items in negotiated agreements. / Data were collected in two phases. First, the content of master agreements in effect during the 1978-79 school year were analyzed to determine the frequency and context in which school library media specialists and media programs were mentioned. Next, questionnaires were sent to a randomly selected group of school library media specialists and teacher negotiation team members from both the Florida Education Association (FEA) and the Florida Teaching Profession (FTP). The questionnaires collected background data on the respondents, assessed their perceptions relative to the adequacy of school library media specialists' representation by the bargaining agent, and assessed the perceptions of both groups toward the suitability of including specific items in negotiated agreements. / Background data from the questionnaire and data from the contract analyses were reported in frequencies. The null hypothesis, no statistically significant differences, applied to the data from the analyses of perceptions, was tested by the Chi Square Test for Two Independent Samples. / Based on the findings of the study, the following conclusions were reached: (1) Public school library media specialists in Florida are acknowledged members of the teachers' bargaining units. (2) School library media programs are infrequently mentioned in negotiated agreements for Florida school districts. (3) Many Florida school library media specialists are not actively involved in the negotiations process in their school districts. (4) Florida school library media specialists are more receptive to a separate clause in the negotiated agreement that addresses their conditions of work than are teacher negotiation team members. (5) Florida school library media specialists and teacher negotiation team members do not share similar perceptions concerning the suitability of including proposals in negotiated agreements relative to: (a) reallocation of clerical staff; (b) media specialists' representation on curriculum development committees; (c) use of one day per year for professional visits; (d) allowing experience credit for work in public or academic libraries; (e) media specialists' participation in staff development related to curriculum changes; and (f) the classroom teachers' remaining with their classes during regularly scheduled skill instruction. (6) Florida school library media specialists and teacher negotiation team members did not share similar perceptions concerning the adequacy of the media specialists' representation by the bargaining agent relative to: (a) improvement of the media specialists' working conditions; (b) increase in the number of professional positions allocated to media centers; and (c) improvement of the media specialists' representation on curriculum-related committees. (7) Florida school library media specialists are likely to be treated equally in negotiated agreements if represented by either the Florida Teaching Profession (FTP) or the Florida Education Association (FEA). / Recommendations and suggestions for further study are also included. / Source: Dissertation Abstracts International, Volume: 41-09, Section: A, page: 3768. / Thesis (Ph.D.)--The Florida State University, 1980.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74276 |
| Contributors | MOSLEY, MADISON MCNEIL, JR., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 198 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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