Teacher Unions, Schools and Success: Opportunities and Contradictions

Vuyisile Msila

Abstract


Teacher unionisation is among the under-researched themes in South Africa. The few teacher union studies focus on the notoriety of teacher unions’ activities, especially the impact of teacher strikes. Studies frequently demonstrate how teacher unions disturb education with a tendency to make schools ungovernable. In fact, in many studies, results have shown that strong union activity undermines school effectiveness. Additionally, these studies people revealed how various role-players such as parents, communities and district officials have maintained that effective teacher unions are the missing link to successful leadership as well as meaningful teaching and learning. This case study examined the potentially positive role of unions in two historically black schools in the Eastern Cape Province, South Africa.  In both schools the principals were active members of two of the most powerful teacher unions in South Africa. At the time of the study, one principal was an office bearer in the South African Democratic Teachers’ Union (SADTU) whilst the other was aligned with the National Professional Teachers’ Organisation of South Africa (NAPTOSA). The paradox in both schools was that, despite the strong unionism, the union and school management collaboration appeared to bolster learner success, teaching and school principals’ effectiveness. The conclusions demonstrate that strong teacher unions are pivotal in building self-fulfilled teachers, the management of diversity and high levels of learner achievement. Finally, the school leaders proved that, with meaningful cooperation among role-players including teacher unions, underperforming schools have the potential to thrive.

https://doi.org/10.26803/ijlter.21.3.14


Keywords


cooperation; effective schools; learner achievement; teacher maturity; township schools

Full Text:

PDF

References


Ahrari, S., Roslan, S., Zaremohzzabieh, Z., Rasdi, R.M., & Samah, A.A. (2021). Relationship between teacher empowerment and job satisfaction: A meta-analytic pathanalysis, Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1898737

Anderson, G. (1990). Fundamentals of educational research. The Falmer Press.

Brunner, E., Hyman, J., & Ju, A. (2020). School finance reforms, teachers’ unions, and the allocation of school resources. The Review of Economics and Statistics, 102(3), 473-489. https://doi.org/10.1162/rest_a_00828

Deep Dive Report. (2016). Teachers, parents and school leaders working together to improve learners’ education. Johannesburg: Wits School of Governance & Bridge. https://www.bridge.org.za/wp-content/uploads/2016/10/working-together-exec-summary-final-1.pdf

Delgado, P. (2021). The role of teachers’ unions. Observatory of Educational Innovation. https://observatory.tec.mx/edu-news/the-role-of-teachers-unions

Dilshad, R. M., & Latif, M. I. (2013) Focus group interview as a tool for qualitative research: An analysis. Pakistan Journal of Social Sciences, 3(1), 191-198. https://www.bzu.edu.pk/PJSS/Vol33No12013/PJSS-Vol33-No1-16.pdf

Eberts, R.W. (2007). Teachers’ unions and student performance: Help or hindrance? Future of Children, 17(1), 175-200. https;//doi.org/10.1353/foc.2007.0001

Education International. 2017. Palestine: Education union works to empower teachers. https://www.ei-ie.org/en/item/22132:palestine-education-union-works-to-empower-teachers

Education International. (2020). Africa: Governments and teacher unions highlight benefits of collaboration. https://www.ei-ie.org/en/item/23532:africa- governments-and-teacher-unions-highlight-benefits-of-collaboration

Education, Training and Development Practices Sector Education and Training Authority (ETDP-SETA). (2020). Trade unions subsector skills plan - 2020-2021. Higher Education and Training. https://www.etdpseta.org.za/education/sites/default/files/2020-06/Public-HEI-Subsector-Skills-Plan-2020-2021.pdf

European Trade Union Committee for Education (ETUCE). (2016). Empowering education trade unions: The key to promoting quality education. (Conference background document). Belgrade, 5-8 December.

Farley, R. (2010). Randi Weingarten says students in strong union states perform Better academically. Politifact. https://www.politifact.com/factchecks/2010/sep/02/randi-weingarten/randi-weingarten-says-students-strong-union-states/

Gaille, L. (2017). 13 pros and cons of teachers’unions. https://vittana.org/13-pros-and-cons-of-teachers-unions

Ghosn, E., & Akkary, R.K. (2020). The struggle of Lebanese teacher unions in a neoliberal period. Research in Educational Administration & Leadership, 5(1), 275-322. https://10.30828/real/2020.1.8

Gundumogula, M. (2020). Importance of focus groups in qualitative research. The International Journal of Humanities & Social Studies, 8(11), 299-302. http://doi.org/10.24940/theijhss/2020/v8/i11/HS2011-082ff. ffhal-03126126f

Guthrey, S. (2018). The influence of teacher unionization on educational outcomes: A summarization of the research, popular methodologies and gaps in the literature. The William & Mary Educational Review, 5(1). https://scholarworks.wm.edu/wmer/vol5/iss1/14

Heystek, J., & Lethoko, M. (2001). The contribution of teachers’ unions in the restoration of teacher professionalism and the culture of learning and teaching. South African Journal of Education, 21(4), 222-228.

Kennedy-Macfoy, M., & Fyles, R. (2020). When teachers’ unions take action, schools become safer for everyone. UN Girls’ Education Initiative. https://medium.com/ungei-blog/when-teachers-unions-take-action-schools-become-safer-for-everyone-69ac85cfa039

Lott, J., & Kenny, L.W. (2012). State teacher union strength and student achievement. Economic of Education Review, 35, 93-103. https://doi.org/10.1016/j.econedurev.2013.03.006

Mafisa, L.J. (2017). The role of teacher unions in education with specific reference to South Africa. Gender and Behaviour, 15(4).

Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical step-by-step guide for learning and teaching scholars. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 3, 3351-33514. http://ojs.aishe.org/index.php/aishe-j/article/view/335

Msila, V. (2014). Teacher unionism and school management: A study of (Eastern Cape) schools in South Africa. Educational Management Administration & Leadership 42(2), 259-274. https//doi.org/10.1177/1741143213499265

Msila, V. (2021). Revisiting Robert Axelrod: Cooperation, school management and teacher unions. International Journal of Learning, Teaching and Educational Research, 20(4), 284-301. https://doi.org/10.26803/ijlter.20.4.15

Ordway, D. (2019). How teachers unions affect school district spending, student achievement. The Journalist’s Resource. https://journalistsresource.org/economics/teachers-unions-salaries-students-research/

Palinkas, L. A., Horwitz, S.M., Green, C.A., Wisdom, J.P., Duan. N., & Hoagwood, K. (2016). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health, 42 (5), 533-544. https://doi.org/10.1007/s10488-013-0528-y

Pont, B., Nusche, D., & Moorman, H. 2008. Improving school leadership Volume 1: Policy and practice. OECD.

Pringle, R. (2010). Teacher unions as agents of change. Canada Education Association. https://edpolicy.stanford.edu/sites/default/files/publications/teachers-unions-agents-change.pdf

Ring, E. (2018). Teachers’ Independence Day! Why teachers’ unions are the worst of the worst. California Policy Centre. https://californiapolicycenter.org/why-teachers-unions-are-the-worst-of-the-worst/

Rottman, C. (2008). Organized agents: Canadian teacher unions as alternative sites for social justice activism. Canadian Journal of Education, 31(4), 975-1014. https://doi.org/10.2307/20466736

Rubinstein, S. A., & McCarthy, J.E. (2014). Teachers unions and management partnerships. Center for American Progress. https://www.americanprogress.org/issues/education-k-12/reports/2014/03/25/86332/teachers-unions-and-management-partnerships/

Sibiya, T. P. (2017). Key stakeholders’ experiences and perspectives on the role of the South African Democratic Teachers Union (SADTU) in education. [Master’s dissertation]. University of KwaZulu-Natal. https://researchspace.ukzn.ac.za/xmlui/handle/10413/14459

South African Council for Educators (SACE). 2020. Handbook for teachers’ rights, responsibilities and safety. SACE.

Struwig, F.W., & Stead, G.B. (2004). Planning, designing and reporting research. Pearson.

Vachon, T. E., & Ma, J. (2015). Bargaining for success: Examining the relationship between teacher unions and student achievement. Sociological Forum, 32, 391-414. https://doi.org/10.1111/socf.12168

Wills, G. (2017). The effects of teacher strike activity on student learning in South African primary schools. Stellenbosch Economic Working Papers: 1/14. University of Stellenbosch/BER, Stellenbosch. https://resep.sun.ac.za/wp-content/uploads/2017/10/wp-01-2014.pdf

Wills, G. (2020). Teachers’ unions and industrial action in South African primary schools: Exploring their impacts on learning. Development Southern Africa, 37(2), 328-347. https://doi.org/10.1080/0376835X.2019.1682969


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493