A study of the National Union of Teachers' officers in Israel revealed that the key indicators of militancy among teachers were sex (male), perceptions of too much centralization in the union structure, dissatisfaction with union attainment of goals, and extent of sensitivity to public hostility toward teachers. (Author/WD)

To determine how the Oklahoma City (Oklahoma) teachers feel about unions and collective bargaining activities, 150 questionnaires were distributed. Major findings from 83 respondents were that low satisfaction with wages and unfair treatment are associated with feelings that teachers' strikes are legitimate and with high evaluation of unions. (MLF)

Reviews various ways of resolving collective bargaining impasses in education. Discusses mediation, fact finding, and arbitration and concludes that none has prevented teacher strikes. Binding arbitration is called for as a legislative remedy. (Author/JG)

Statistical analysis of factors offered as explanations for teacher militancy demonstrates that they possess little value in differentiating striking from nonstriking school districts. Boards cannot depend on objective measures alone in preparing for negotiations and might better aim their efforts in other directions. (Author/IRT)

Attitudes of public school teachers in two school districts in Indiana suggest that support for militancy has become a pervasive phenomenon and that, contrary to the findings of early studies, the influence of particular teacher characteristics on degrees of militancy is, with certain exceptions, insignificant. For availability, see EA 507 548.…

Reports the results of a survey of teachers and school board members in Virginia on their opinions concerning collective bargaining and teacher involvement in militant activities or in political activism to achieve economic goals. The data revealed almost complete disagreement between the two groups. (Author/WD)