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This qualitative study examined how school leaders work within the structure of individual district collective bargaining agreements to improve student achievement. The study examines real or perceived barriers to improving student achievement within educational organizations from the perspective of the principals and teacher-leaders. This study included two qualitative instruments, one for building principals and one for the building teachers, administered in five Oregon high schools recognized as successful by the Oregon Department of Education in 2014-2015. This dissertation determined the impact collective bargaining agreements had on the ability of high school principals to reduce educational disparities and close the achievement gap from both the perspective of themselves and teacher-leaders. The dissertation concluded with a brief summary of the collective findings from the study, as well as the implications for practice specific to building principals and teacher-leaders in the context of their school, and agreement about strategies that work to overcome barriers to school performance.

Principal and Teacher Beliefs About the Impact of CBAs on School Performance: Five High Performing High Schools in Oregon