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The influence of teacher unions on integrated quality management system policy formulation and implementation in a primary school in the Johannesburg central regionKhanyi, Linda Antoinette January 2013 (has links)
This study explores the influence of teacher unions on the formulation and implementation of the Integrated Quality Management System (IQMS) in the Johannesburg Central District. The involvement of unions in the signing of Collective Agreement Number 8 of 2003 and the failure of unions to fully support implementation at school level is a challenge. Unions are part of the bargaining council in the Education and Labour Relations Council as they are also part of the policy formulation process. The constitutional duty that teachers need to align themselves with is to provide quality education that will allow learners fair and better opportunities of succeeding. The use of IQMS as a quality measurement system is of outmost importance to stabilise the education environment and to benefit the nation. Unions therefore have a statutory obligation not only to their constituencies but also to their clients, the teachers.
The study was qualitative and exploratory in nature, based on grounded and social constructivism theory. It was conducted in the Johannesburg Central region that forms part of the Gauteng Education Department. The sample consisted of groups of five union representatives, two Gauteng Department of Education officials and 35 school-based unionised teachers. The researcher used observation, one on one interview as well as focus group interviews to collect data. The unions involved in the study were the Suid Afrikaanse Onderwyseris Unie the National Professional Teachers’ Organisation of South Africa and the South African Democratic Teachers’ Organisation .Findings showed a deficiency in processes such as advocacy, training and funding which are the main determinants of policy implementation. The unions were of the opinion that regardless of their role in the ELRC which some viewed as rubberstamping; their influence was not of much significance during the formulation of policies. They suggested a more rigorous and intense route that could give them the mandate to be hands on during the formulation of policies. They also reported that they needed qualified and competent people to spearhead training so as to ensure a better understanding by all stakeholders during the effective implementation of IQMS. / Educational Leadership and Management / D. Ed. (Education Management)
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The involvement of teacher unions in the implementation of the Employment of Educators' Act 76 of 1998Zengele, Vincent Thulani 06 1900 (has links)
This study investigates the involvement of teacher unions in the implementation of the Employment of Educators Act (Act 76 of 1998) at school level. Union involvement at school level is still characterized by controversy when it comes to the filling of promotional posts and the redeployment of educators. The inappropriate involvement of unions by ignoring their observer status, may lead to the infringement of educators’ rights if it goes unchecked by the DoE. This may consequently result in poor performance by educators who may feel discriminated against during the redeployment and the filling of promotional posts. Teacher unions have the responsibility to ensure that educators are not victimized. If unions abdicate this responsibility and attend to only key union members when promotional posts are filled, they will cease to be effective unions. Unions who protect non-dedicated and unqualified educators from redeployment will lose the respect of the teaching fraternity, and eventually their membership numbers will dwindle.
This was a qualitative and exploratory study based on the grounded theoretical approach. It was conducted in Districts 11 and 12 of the Gauteng Department of Education using focus groups and one-on-one interviews with the various stakeholders from the Department of Education, and leaders of the South African Democratic Teachers’ Union, and the National Association of Professional Teachers’ Organizations in South Africa. The findings indicate that during the filling of promotional posts, the unions tend to use undue influence to have their members promoted, to the detriment of deserving and better qualified educators. During the redeployment process they protect their members against principals who declared them in excess. It was reported that principals make use of the redeployment processes to get rid of educators who are often absent from school because of union work during school hours. If the Department of Education does not seriously take control of the situation in respect of the filling of promotional posts and the redeployment of educators, then the teacher unions will take over. / Educational Studies / D. Ed. (Educational Management)
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The influence of teacher unions on integrated quality management system policy formulation and implementation in a primary school in the Johannesburg central regionKhanyi, Linda Antoinette January 2013 (has links)
This study explores the influence of teacher unions on the formulation and implementation of the Integrated Quality Management System (IQMS) in the Johannesburg Central District. The involvement of unions in the signing of Collective Agreement Number 8 of 2003 and the failure of unions to fully support implementation at school level is a challenge. Unions are part of the bargaining council in the Education and Labour Relations Council as they are also part of the policy formulation process. The constitutional duty that teachers need to align themselves with is to provide quality education that will allow learners fair and better opportunities of succeeding. The use of IQMS as a quality measurement system is of outmost importance to stabilise the education environment and to benefit the nation. Unions therefore have a statutory obligation not only to their constituencies but also to their clients, the teachers.
The study was qualitative and exploratory in nature, based on grounded and social constructivism theory. It was conducted in the Johannesburg Central region that forms part of the Gauteng Education Department. The sample consisted of groups of five union representatives, two Gauteng Department of Education officials and 35 school-based unionised teachers. The researcher used observation, one on one interview as well as focus group interviews to collect data. The unions involved in the study were the Suid Afrikaanse Onderwyseris Unie the National Professional Teachers’ Organisation of South Africa and the South African Democratic Teachers’ Organisation .Findings showed a deficiency in processes such as advocacy, training and funding which are the main determinants of policy implementation. The unions were of the opinion that regardless of their role in the ELRC which some viewed as rubberstamping; their influence was not of much significance during the formulation of policies. They suggested a more rigorous and intense route that could give them the mandate to be hands on during the formulation of policies. They also reported that they needed qualified and competent people to spearhead training so as to ensure a better understanding by all stakeholders during the effective implementation of IQMS. / Educational Leadership and Management / D. Ed. (Education Management)
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The Electoral Influence of Teachers’ Unions on Democratic Education Policy PrioritiesBrand, Molly Ziek 28 July 2015 (has links)
No description available.
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Social Movement Unionism: Through Teachers Unions' Mobilization in Opposition to Corporate Education Reform.LaFreniere, Peter McNeel 10 August 2017 (has links)
No description available.
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Faculty Attribution of Satisfaction-dissatisfaction to the Union or the Administration Based Upon Union Membership StatusWaldrop, Grace P. 01 July 1980 (has links) (PDF)
No description available.
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'n Metabletiese ondersoek na Bruin professionele onderwysverenigings en onderwysvakbonde in the RSA met spesifieke verwysing na hul eenheidstrewe in die onderwysMuller, Gregorius Daniel 11 1900 (has links)
Text in Afrikaans / Organised trade unionism in the South African education
sector is a new phenomenon. In this study the emergence and development of Coloured professional
teacher associations and teacher trade unions is researched. Although Coloured teacher associations
like the Teachers' League were great exponents of professionalism, they nevertheless showed
characteristics of modern trade unionism.
The development of Coloured professional teacher associations and trade unions is discussed
against the background of their quest for teacher unity in South Africa. Since the establishment of
the Teachers' League in 1913, the policy of Coloured teacher organizations on teacher unity
underwent a remarkable change from mainly ethnic teacher unity (1913-1969) to unity across ethnic
divisions (since the late seventies). This policy shift is contextualised in the ever changing
political, social and economic milieu in South Africa.
Finally recommendations on the professional teacher association enterprise and teacher trade
unionism in South Africa is given. / Die georganiseerde vakbondwese in die Suid-Afrikaanse onderwys is 'n nuwe verskynsel. In die
studie is die ontstaan en ontwikkeling van die Bruin onderwysverenigingsbedryf en
onderwysvakbondwese in Suid Afrika nagevors. Alhoewel die vroeere Bruin professionele
onderwysverenigings soos die Teachers' League 'n sterk professionle karakter getoon het, het hulle
kerumerke van die moderne vakbondwese, veral ten aansien van hul salarisonderhandelinge met
onderwysowerhede, geopenbaar wat deurgaans in die verhandeling belig is.
Die metabletiese ondersoek na Bruin professionele onderwysverenigings en -vakbonde is onderneem
teen die agtergrond van hul etniese en nie-etniese eenheidstrewe in die onderwys. Die eenheidstrewe
van Bruin onderwysersverenigings het 'n merkwaardige verruiming sedert die onstaan van die TLSA in
1913 ondergaan - 'n aspek wat in die lig van die deurlopende veranderende sosiale, politieke en
ekonomiese klimaat in Suid-Afrika belig is.
Ten slotte word aanbevelings ten opsigte van die onderwysverenigingsbedryf en die
onderwysvakbondwese in die nuwe Suid-Afrika gemaak. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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České ženské učitelské spolky v období první republiky 1918-1939 / Czech Female Teacher Associations in the First Republic 1918-1939Kurzweilová, Jolana January 2013 (has links)
(in English): This work deals with women teachers' unions in the period of 1918 - 1939. It monitors the development of women's education in connection with their employment assertion and with their participation in the union life. The first professional associations which were founded by women were teaching guilds. The paper presents an overview of women's associations and follows basic areas of their activities. It focused especially on putting women's equality given by the Constitution into the reality, improving social and economic status of female teachers and their participation in the reform movement. The Federation of teachers of vocational schools for women's occupations is introduced in detail to give the specific idea about the activities of women's teacher unions. These schools, so called family schools are also more closely characterised in their work. Follows a basic overview of the effects of the Union during this period and a description of its organization. The following chapters show in detail the activities of this association in areas which were the subject of the greatest interest. The union is shown as a feminist organization, fighting for the interests of teachers and women in general and women defending the interests of secondary education. The conclusion focuses on the...
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'n Metabletiese ondersoek na Bruin professionele onderwysverenigings en onderwysvakbonde in the RSA met spesifieke verwysing na hul eenheidstrewe in die onderwysMuller, Gregorius Daniel 11 1900 (has links)
Text in Afrikaans / Organised trade unionism in the South African education
sector is a new phenomenon. In this study the emergence and development of Coloured professional
teacher associations and teacher trade unions is researched. Although Coloured teacher associations
like the Teachers' League were great exponents of professionalism, they nevertheless showed
characteristics of modern trade unionism.
The development of Coloured professional teacher associations and trade unions is discussed
against the background of their quest for teacher unity in South Africa. Since the establishment of
the Teachers' League in 1913, the policy of Coloured teacher organizations on teacher unity
underwent a remarkable change from mainly ethnic teacher unity (1913-1969) to unity across ethnic
divisions (since the late seventies). This policy shift is contextualised in the ever changing
political, social and economic milieu in South Africa.
Finally recommendations on the professional teacher association enterprise and teacher trade
unionism in South Africa is given. / Die georganiseerde vakbondwese in die Suid-Afrikaanse onderwys is 'n nuwe verskynsel. In die
studie is die ontstaan en ontwikkeling van die Bruin onderwysverenigingsbedryf en
onderwysvakbondwese in Suid Afrika nagevors. Alhoewel die vroeere Bruin professionele
onderwysverenigings soos die Teachers' League 'n sterk professionle karakter getoon het, het hulle
kerumerke van die moderne vakbondwese, veral ten aansien van hul salarisonderhandelinge met
onderwysowerhede, geopenbaar wat deurgaans in die verhandeling belig is.
Die metabletiese ondersoek na Bruin professionele onderwysverenigings en -vakbonde is onderneem
teen die agtergrond van hul etniese en nie-etniese eenheidstrewe in die onderwys. Die eenheidstrewe
van Bruin onderwysersverenigings het 'n merkwaardige verruiming sedert die onstaan van die TLSA in
1913 ondergaan - 'n aspek wat in die lig van die deurlopende veranderende sosiale, politieke en
ekonomiese klimaat in Suid-Afrika belig is.
Ten slotte word aanbevelings ten opsigte van die onderwysverenigingsbedryf en die
onderwysvakbondwese in die nuwe Suid-Afrika gemaak. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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Understanding the management strategies of principals in managing unionised and non-unionised teachers in South African secondary schools in Gauteng ProvinceAdaghe, Nozipho Isabel 05 1900 (has links)
Management of teachers is one of the important tasks of principals at school, aside from their
primary goal of ensuring that teaching and learning happens effectively at school, is their
potential to manage two types of teachers present at school, unionised and non-unionised. It
is well-established that principals have a mammoth task of identifying and implementing the
correct strategies to manage these teachers. A review of the management styles in use today
shows that the new management strategies are required to solve the problems encountered
by principals in managing these teachers. Several methods of implementing these new
strategies are described. These methods include creating trust between teachers and
principals through fruitful communication and participation in decision-making. The
application of the theory of emotional intelligence is described in detail. The theory of
emotional intelligence denotes that the accomplishment in the management of human
resources depends largely on the emotions, behaviours, and attitudes of managers.
While past studies have detailed the effectiveness of the management styles used by
principals to manage teachers, these studies have been confined to the management of
teachers collectively. The present study distinguishes between teachers who are unionised
and non-unionised and the individual, focus group interview and observation are the primary sources of data used in the study. The findings are intended to solve challenges associated
with the implementation of the management strategies of principals in managing unionised
and no-unionised teachers to attain improved quality teaching and learning in the context of
South African secondary schools. The results show that developing trust between principals
and teachers requires efforts from both parties. They also show that the main complaint about
the management of teachers is unequal treatment of teachers and a lack of trust between
teachers and principals in schools. The analysis of individual interviews, focus-group
interviews and observations revealed that the establishment of strategies that address both
types of teachers found at schools would be a significant step to take towards a positive
management of teachers. It is proposed that the Department of Basic Education creates an
environment where both teachers and managers’ personal and professional development is
upskilled to expand their capabilities to deal with relational problems and challenges. / Educational Management and Leadership / Ph. D. (Education (Education Management))
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