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)

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)

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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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)

(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...

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)

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))