A COLLABORATIVE OR DISPUTED SPACE? TEACHER UNIONS AND THE PROFESSIONALIZATION OF SCHOOL LEADERSHIP

Abstract

The function of Teacher Unions (TUs) in the realm of school leadership is frequently characterized by their commitment to collective bargaining and the promotion of improved working conditions for educators. This typically results in a narrow focus on the professionalization of school leadership. The professionalisation of school leadership pertains to the process of improving the knowledge, standards, skills, and practices of school leaders, ensuring they operate effectively as educational professionals. This research investigates the extent to which TUs, and school leadership engage in collaboration or contribute to contestation in the advancement of professionalisation. Rooted in collaboration theory, this research employed a qualitative case study design to explore the dynamics between teacher unions and school leaders concerning the establishment of professional identity and how their perceived relationship impacts the goals of educational excellence. By school leadership structures, we refer to the school governing bodies (SGB) and the school management teams (SMTs). Data were collected from principals (n=4), SMT members (n=4), SGB members (n=4), and union representatives (n=4), resulting in a total of 16 participants. Our findings indicate that although TUs aims to support the professionalisation of schools, their engagement with school leadership structures frequently encounters challenges such as role overlap, power dynamics, and conflicting priorities. Organised collaboration between TUs and school leadership structures presents an opportunity to enhance leadership capacity, promote equity-driven governance, and effectively support school improvement initiatives. Therefore, it is advisable to reconceptualize TUs as collaborative partners in the development of leadership, rather than viewing them as adversaries, to cultivate a more professional and sustainable leadership environment.