In education a new dimension started after the 1994 elections by implementing new legislation to ensure
fair conduct towards all. New labour legislation was promulgated to contribute to fairness in
South Africa. This legislation was also implemented in the South African education system to ensure
that educators are treated fairly. The Employment of Educators Act (EEA), the Labour Relations Act
(LBA), the Equity Act and the South African Schools Act (SASA) were promulgated to protect both the
rights of the employer and the educator in education.
The purpose of this research was to determine the perception of educators in the Oudtshoorn district
regarding fairness in the workplace; how educators understand and experience their right to equality
in the workplace; what their perception is regarding disciplinary action in the workplace, and to what
extent educators have the basic concept and principle of labour law to prevent frustration in the workplace
and ineffective service delivery, and to prevent the pursuit of incorrect procedures. It is crucial
that the educator knows his or her rights as an employee, and what his or her obligations towards the
employer are. This research was done on the basis of the literature study and the analysis of legislation
that is applicable to educators.
A qualitative enquiry into educators’ perceptions of fairness in the workplace was conducted amongst
participants from the Oudtshoorn district, which included schools from different socio-economic and
cultural backgrounds. This case study was based on interviews with school managers, educators on
post level 1 and with union representatives in the Oudtshoorn district. Questionnaires were structured
to obtain the participants’ view and perception on fairness in the workplace and to determine their
knowledge regarding the law and their rights in education with regards to labour law. The participants
didn’t receive guidance because it could have influenced their answers. The data derived from the
participants made it possible to compile certain recommendations and conclusions.
From the empirical research it was evident that educators in the Oudtshoorn district had but a vague
knowledge of their rights as educators and of legislation. Shortcomings that were apparent from this
study were addressed, recommendations were made, and possible future research on related topics
was indicated. / MEd (Education Law), North-West University, Potchefstroom Campus, 2014
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/11188 |
| Date | January 2013 |
| Creators | Arries, Phillip Cornelius |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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