Dissertation
Beyond the margins: a multi-site case study on how collective bargaining agreements shape paraprofessionals' roles, professional development, and compensation in schools
Doctor of Education (Ed.D.), Drexel University
May 2026
DOI:
https://doi.org/10.17918/00011375
Abstract
Paraprofessionals play an integral role in supporting students, teachers, and school operations, yet they often work within systems characterized by unclear expectations, inconsistent professional development, limited advancement opportunities, and inequitable compensation. These challenges contribute to ongoing difficulties in recruitment, support, and retention. While collective bargaining agreements (CBAs) serve as a primary mechanism for structuring employment conditions in public schools, the extent to which these agreements support paraprofessionals remains inconsistent and underexamined. The researcher used a multi-site case study to explore how CBAs shape paraprofessionals' roles, responsibilities, professional development opportunities, and compensation across three public school districts with differing bargaining structures. Grounded in organizational justice theory and informed by a constructivist and pragmatic research stance, the researcher examined both the formal provisions outlined within CBAs and the lived experiences of paraprofessionals working within those structures. Data were collected through document analysis, a cross-sectional survey, and semi-structured interviews. Data analysis included concept coding and values coding, followed by triangulation across all data sources to identify patterns, consistencies, and areas of divergence. Findings from the triangulated analysis revealed that paraprofessionals' experiences were shaped not simply by the presence or type of bargaining structure, but by the degree of alignment between contractual provisions and day-to-day practice. Across data sources, consistent patterns emerged related to role clarity, access to meaningful professional development, supervision and support structures, compensation, and opportunities for advancement. When expectations were clearly defined and supported through accessible structures, paraprofessionals described more consistent and supported experiences. In contrast, when provisions were unclear or inconsistently implemented, participants reported ambiguity, limited access to growth opportunities, and misalignment between responsibilities and available supports. The findings contribute to the literature by providing a comparative analysis of how CBAs function in practice for paraprofessionals. The analysis highlights the importance of aligning contractual language with the day-to-day realities of paraprofessional work and emphasizes the role of bargaining structures, district leadership, and implementation practices in shaping these experiences. Implications for practice and policy point to the need for clearer role definitions, equitable access to professional development, and more intentional structures for advancement.
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Details
- Title
- Beyond the margins
- Creators
- Tamara Stavenski-Bennick
- Contributors
- Harriette Rasmussen (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- xv, 191 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022182070304721