The Role of Teacher Trade Unions in Preventing Staff Victimisation: Voices from the South African Teachers
Michael Moreti Mahome 
& Lydia Kgomotso Mphahlele & Khashane Stephen Malatji
Issue: Vol.5 No.1 Article 3 pp.26 – 37
DOI: https://doi.org/10.38159/ehass.2024513 | Published online 23rd January, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Teacher Trade Unions remain an integral part of stakeholders within the basic education sector and the school organogram. However, research pertaining to the role that can be played by Teacher Unions in preventing staff victimisation remains restricted globally, and with no enquiry arising within the South African milieu. Hence, the purpose of this study was to investigate the lived experiences of teachers regarding the role of Teacher Trade Unions in preventing staff victimisation, in the District 10 schools of the Province of Gauteng. The researchers used a qualitative approach, grounded in phenomenology as the research design. The sample consisted of five teachers who belong to various unions and data was collected through face-to-face semi-structured interviews. The data collected was analysed using thematic content analysis. The study revealed that teacher unions were found to be the main perpetrators of staff victimisation particularly when it comes to promotional positions. The study concluded that for teacher unions to protect teachers’ rights, they should not be aligned with political parties. The study recommended that teacher unions should instead conduct training and workshops on pro-social behaviour, peaceful conflict resolution and how teachers are supposed to protect themselves from retribution and threats. The study aims to advance scholarship on the role of teacher unions in creating safer working conditions for teachers.
Keywords: Teacher Unions, Socio-Ecological, Violence, Victimisation.
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Dr. Mahome is currently a Post-Doctoral Fellow at the University of Technology, in the Department of Primary Education. Dr. Michael Moreti Mahome is a budding researcher, holding a University Diploma in Education, Advanced Certificate in Education, specialising in professional and curriculum development, Honours Degree in Inclusive Education, and Master’s and Doctoral Degrees in Education. Dr Mahome has taught at secondary schools for 18 years, 2 years as a departmental head for African Languages, and 5 years as a deputy principal. This includes a 1-year lecturing experience at Tshwane University of Technology. His research focus is on Teacher-Directed Violence and Education Leadership and Management, with special focus on middle-leadership. He is the author of six articles in accredited journals.
Prof. Mphahlele Lydia Kgomotso is a researcher, with the following qualifications: Secondary Teachers Diploma, Bachelor of Education (BA), Honours, Master, Doctoral, Degree in Education Management with HAAGA-HELIA University of Applied Sciences: Helsinki, in Finland, and then obtained a Master of Business Administration (MBA): degree program in Education Management in 2021. She taught at secondary schools for 23 years and acted as a HOD for commercial subjects for 3 years. She was appointed to a permanent position at Tshwane University of Technology in 2008. Promoted as a Senior lecturer in 2016. In 2019, she was promoted to Associate Professor and as an HOD for GET heading both Foundation Phase and Intermediate Phase. She published 22 articles in accredited journals. She has presented articles locally and internationally.
Prof. Khashane Stephen Malatji holds a PhD in Education: Curriculum and Instructional Studies from the University of Fort Hare. He also holds a Post Graduate Diploma in Higher Education for Academic Developers from Rhodes University. Prof. Malatji is currently an Associate Professor at the University of South Africa, in the College of Graduate Studies. He is the author of 75 articles in accredited journals. Prof Malatji has successfully supervised 26 Masters’ (7 with cum laude) and 20 Doctoral students. In 2018, he was awarded Young Researcher of the Year by Tshwane University of Technology. In the 2020 academic year, he received an award as Emerging Researcher of the Year awarded by EASA. In 2021, he received an award as Senior Researcher of the Year by TUT. Prof. Malatji has delivered papers and chaired sessions at many national and international conferences. His research interest covers teaching and learning; evaluation of teaching, curriculum development; assessment; and teacher development in higher education.
Mahome, Michael Moreti, Mphahlele, Lydia Kgomotso & Malatji, Khashane Stephen. “The Role of Teacher Trade Unions in Preventing Staff Victimisation: Voices from the South African Teachers.” E-Journal of Humanities, Arts and Social Sciences 5, no.1 (2024): 26 – 37. https://doi.org/10.38159/ehass.2024513
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
