New York State public school superintendents' perceptions of the efficacy of the impasse procedures under the Taylor Law and the effect of impasse on school climate

The purpose of this quantitative and qualitative research was to investigate New York State public school superintendents' perceptions of the efficacy of impasse procedures within the Taylor Law, including the Triborough Amendment, to study perceptions of the nature of the relationship between union and district leaders during impasse, and to examine perceptions of the impact of impasse on school climate for students, parents, and teachers. Superintendents also recommended changes to the impasse procedures within New York State's Taylor Law.;An invitation to participate in the research was initially sent to all New York State public school superintendents and BOCES (Board of Cooperative Educational Services) district superintendents. Those who served as superintendents of districts during a period of impasse in teacher negotiations during the past ten years were invited to participate in an online survey to collect data for this research.;Ninety-five percent of responding superintendents believe the current impasse procedures within the Taylor Law are ineffective. Superintendents overwhelmingly perceive the Triborough Amendment to the Taylor Law to have a negative effect on settling teacher contract negotiations by prolonging periods of impasse due to continuation of all terms and conditions of employment for teachers for an indefinite period of time until a contract settlement is reached.;Two-thirds of superintendents perceived impasse in teacher contract negotiations to contribute to a negative to highly negative relationship between union and district leaders. School climate for teachers was most significantly impacted with respondent superintendents reporting 73.1 percent of teachers negatively or highly negatively affected by impasse. Results from this research will be particularly important to public school system leaders, teacher union leaders, and New York State policymakers.;Keywords: Teacher negotiations, Taylor Law, Triborough Amendment, Public Employment Relations Board, PERB, impasse, dispute resolution, school climate, labor conflict, public employment law, educational leadership, teacher unionism, labor-management relationship, relational trust, superintendent, union president.