Teacher Unions, Schools and Success: Opportunities and Contradictions

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.