RELATIONSHIPS BETWEEN SCHOOL LABOR-RELATIONS PRACTITIONERS PERSONAL AND SOCIAL BELIEFS AND THEIR PROPENSITY TOWARD USING AN INTEREST-BASED NEGOTIATIONS MODEL IN THE PUBLIC-SCHOOLS

Past efforts at investigating teacher-administrator views toward non-a dversarial bargaining have contributed little to explaining practition ers' disposition to initiate collaborative bargaining practices. By fo cusing directly on practitioner behavioral intention, the theory of re asoned action was used to investigate whether personal or social belie fs have a greater influence on union and management representatives' d isposition toward using the interest-based negotiations model. By dist inguishing between personal and social determinants, this study found practitioners considered the specific behavioral consequences of incre ased trust and understanding the needs of the other party when decidin g whether to use the interest-based negotiations model.