POLICY WINDOWS AND MISSED OPPORTUNITIES: RETHINKING TEACHERUNION AGENCY IN POST-COVID SCHOOL LEADERSHIP AND GOVERNANCE REFORM

Abstract

Teacher unions hold a vital and debated role in the governance and professional management of schools in South Africa. Public discourse often characterizes unions as either obstructive or protective labor entities; however, there is a scarcity of empirical research regarding their institutional roles within school leadership frameworks, especially in the context of post-COVID-19 reforms. This study analyses the role of teacher unions as institutional stakeholders in school governance, their strategic positioning during reform and crisis, and their mediation between policy frameworks and pedagogical practice.The study employed a qualitative interpretive design, informed by an institutional perspective on organizational legitimacy and temporal alignment. Semi-structured interviews were carried out with twelve participants, including four principals, four members of the School Management Team (SMT), and four union representatives. The data underwent thematic analysis in conjunction with pertinent policy documents.Research indicates that teacher unions operate via formal mechanisms, including collective bargaining and statutory participation, while also exerting normative influence through professional development initiatives and representational advocacy. Their impact is influenced by institutional tensions, strategic misalignment, and temporal constraints, particularly during the post-COVID reform period. While unions play a role in stabilizing policy and ensuring professional coherence, their involvement tends to be reactive, leading to lost opportunities for ongoing reform. The research indicates that teacher unions both facilitate and limit educational transformation, highlighting the necessity for improved coordination, strategic planning, and collaborative governance to optimize their positive impact on school leadership and professional management.