The Migration from Compliance to Collaboration: Remodelling Accountability Frameworks in Unionized School Settings

The Migration from Compliance to Collaboration: Remodelling Accountability Frameworks in Unionized School Settings

Thembinkosi Zwane & David Matsepe

Issue: Vol.6 No.14 Article 43 pp.3974 – 3989
DOI: https://doi.org/10.38159/ehass.202561443 | Published online 30th December, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

The study critically examines the contestation and reimagining of accountability frameworks within unionized public-school environments. The study used collaboration theory to explore the conditions under which principals, deputy principals (DPs), departmental heads (DHs), school governing body (SGB) members, and teacher unions develop inclusive and participatory approaches to school governance. A qualitative inquiry was conducted involving 16 purposefully selected participants, comprising principals (n=4), school management team members (n=4), SGB members (n=4), and teacher unionists (n=4). Data was collected through semi-structured interviews and analysed thematically to identify themes, patterns, power negotiations, and common understandings. The study indicated that while compliance continues to be a prominent topic, particularly with the growing recognition of the value of collaboration in maintaining school functionality and legitimacy, it is crucial to work together to facilitate accountability measures. The study recommended the institutionalization of multi-stakeholder forums, co-authored frameworks, and professional development models that prioritize relational leadership and dialogic conversation. Therefore, this provides a pathway toward democratic, equitable, and contextually responsive school governance practices in unionized educational settings. The study examined how collaborative accountability is practiced and experienced across different provinces and school types. The study makes a profound contribution to a national knowledge base that informs adaptive policy reform and best practices, central dialogue, collective decision-making, and inclusive governance.

Keywords: Accountability frameworks, Collaborative frameworks, Participatory leadership, School governance, Stakeholder engagement, South African education

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ABOUT AUTHOR(S)

Dr. Trevor Thembinkosi Zwane (TTZ) is an emerging educational researcher whose studies concentrate on school governance and leadership. He possesses significant experience in public ordinary schools and has played a role in leadership development and the professionalisation of school leadership through various service initiatives. At the moment, Dr TTZ serves on the School Management Team (SMT) at Kholwani Primary School and engages with higher education institutions in research initiatives aimed at improving school leadership practices. He is a member in good standing with the South African Democratic Teachers Union (SADTU), thereby broadening his impact within teacher union-academic discourse. His research examines collaboration theory largely, specifically the roles of principals, teacher unions, SMTs, and School Governing Bodies (SGBs) in fostering inclusive and participatory governance in educational institutions. The aim of his work is to empower educational stakeholders and advance sustainable leadership models, particularly in under-resourced educational environments.

Dr Matsepe obtained his PhD in Education at University of Johannesburg. He is a Head of Research for South African Democratic Teachers Union (SADTU) and a Research Associate in the Faculty of Education at University of Johannesburg. He is a founder and Chief Editor for Journal of South African Democratic Teachers Union (JSADTU), for more information please visit https://jsadtu.com/. He is a member of the Comparative and International Education Society (CIES); South African Education Research Association (SAERA). He has published several peer-reviewed journal articles including a book chapter. He has presented several research papers at reputable international conferences.

TO CITE ARTICLE

Zwane, Thembinkosi, and David Matsepe.“The Migration from Compliance to Collaboration: Remodelling Accountability Frameworks in Unionized School Settings.” E-Journal of Humanities, Arts and Social Sciences 6, no. 14 (2025): 3959 – 3973, https://doi.org/10.38159/ehass.202561443.