Date of Award
Doctor of Education (EdD)
Teaching & Learning
The problem was that of determining what factors affect arbitration awards in Manitoba in the settlement of salary disputes, and how these awards compared with settlements made by negotiation or conciliation.
The study was designed to:
- A. Analyze the awards made by arbitration beards appointed under the teams of the Manitoba Public Schools Act, to arbitrate teachers' salary disputes,
- B. Compare the per cent increase in salary gained by teachers through arbitration with the per cent Increase gained through conciliation and negotiation, and to compare these gains with other selected variables.
- C. Examine the following null hypotheses:
- 1. There is no significant relationship between the direction of arbitration awards and the length of the period of arbitration.
- 2. There is no significant relationship between the direction of arbitration awards and the level of settlement.
- 3. There is no significant relationship between the direction of arbitration awards and each of a selected number of other variables,
- 4. There is no significant relationship between the level of settlement and the length of the period of arbitration.
- 5. There is no significant relationship between the level of settlement and each of a selected number of other variables.
- 6. There is no significant relationship between the length of the period of arbitration and other selected independent variables.
Pertinent publications sad periodical literature was reviewed. A study was made of all 295 cases of arbitration during the period 1957 to 1972 inclusive. This included all school divisions or districts in Manitoba during this period, Data were obtained from the files of the Manitoba Teachers’ Society sad the Manitoba Association of School Trustees, Information was obtained also from the official reports, newsletters and periodicals issued by the organizations indicated above. Chi square analysis and analysis of variance constituted the statistical techniques used in the treatment of the data. The null hypotheses were accepted if the chi square value or the F value in the analysis of variance failed to reach the one per cent level of significance. This level was chosen because of the small N that was characteristic of some of the analyses.
For ease of reference, the variables covered by the null hypotheses were numbered as follows (1) occupation of arbitration board chairman,(2) occupation of teachers' representative, (3) occupation of trustees’ representative, (b) previous arbitration experience of chairman, (5) previous arbitration experience of teachers’ representative, (6) previous arbitration experience of trustees’ representative, (7) number of arbitrations per school division, (8) length of negotiation period, (9) length of conciliation period, (10) total tins for dispute settlement, (11) size of the school system, (12) party initiating arbitration, (13) initial salary Increase proposals of the disputing parties, (14) per cent increase in cost of living, (15) per pupil cost of education paid by special levy, and (16) percent increase in salary.
There was no significant differences, in the percent increase in salary, among arbitrated, negotiated, and conciliated settlements, in any year of the period 1956-57 to 1971-72 inclusive. There existed a significant relationship between the salary gains made through arbitration and each of variables (6), (12), (13) (1 and (15).
Of the variables covered by the null hypotheses, a statistically significant relationship was found to exist between (a) the direction of awards and each of the variables (3), (13), (14) (15) and (16): (b) the level of settlement and each of the variables (3), (12), (13), (15) and (16): (c) the length of the arbitration period and each of the variables (13) and (15).
With respect to the increases In teachers’ salaries resulting from arbitration settlements the following major conclusions were drawn:
- 1. The pattern of teachers’ salary increases had been established each year prior to the arbitration settlement of that year.
- 2. Neither teachers nor trustees gained by resorting to arbitration as a method of salary dispute resolution.
- 3. Teachers and school boards could consider each of the variables (12), (13), (14), and (15) as a basis for anticipating the results of an arbitration settlement.
- 4. The initial proposals Bade by the disputing parties as well as the act of initiating arbitration, could be considered a reflection of the attitudes with which the parties first entered negotiation.
With respect to the null hypotheses, the following conclusions were made:
- 1. Neither school hoards nor teachers could consider the number of days spent in arbitration as a basis for anticipating the direction of awards.
- 2. Of the sixteen variables covered by Null Hypothesis 3, only variables (3) sad (13) through (16) provided teachers and trustees with bases for anticipating the direction of awards.
- 3. The number of days taken in arbitration proceedings could be used by neither teachers nor trustees as a basis for anticipating the level of settlement.
- 4. Of the sixteen variables covered by Null Hypothesis 5 only variables (6), (12), (13), (15), and (16) provided teachers and trustees with a basis for anticipating the level of settlement.
- 5. Of the sixteen variables covered by Null Hypothesis 6, only variables (13) and (15) provided teachers and trustees with a basis for anticipating the length of the arbitration period.
Sawatsky, Aron, "An Analysis of the Relationships Between Arbitration Board Awards and Selected Independent Variables in the Providence of Manitoba" (1973). Theses and Dissertations. 637.