Types of relations between states and organized teachers as exemplified in education reform

In western industrialized countries, the organization of public school teachers impacts the election of governments and schools officials, education policy, and school organization. Conversely, each country's institutions, education policy, and relations with organized teachers shape the strategies available to organized teachers. Understanding the influence of organized teachers and state relations on the process and the nature of education reform can assist organized teachers and states to appreciate the importance of their respective roles in the reform of public education and the maintenance of democratic societies. The procedure followed is first, the construction of a preliminary typology to describe labour, class and partner relations. Second, the rich description with explanation of 3 cases exemplifies, and enables the assessment of the preliminary typology. The final step is the reformulation of the typology. Four methods used in the present study are intended to strengthen validity, contribute to theory development, and permit the explanation of state and organized teacher relations in other similar contexts. First is attention to 3 conditions essential to comparative methodology. Second is a systematic approach to data collection and analysis. Third is the insistent explanation of the known qualities of a case by use of an ideal-typical model. Fourth is the use of external references by placing the case descriptions in context and comparing cases to the preliminary typology and to one another.