Abstract
M.Ed.
There has been growing concern over South African (SA) learners’ low achievement levels in English and Mathematics in international and national benchmark tests, such as the Trends in International Mathematics and Science Study (TIMMS) and Progress in International Reading Literacy Study (PIRLS). The 2011 PIRLS indicated that most South African grade five learners have not yet achieved the basic required literacy skills. In order to address SA’s learners’ poor performance in English and Mathematics, the Department of Basic Education (DBE) introduced the Annual National Assessment (ANA) in 2011. However, it would appear that the targets set for learner academic achievement remains elusive. For example, the 2014 ANA report findings indicated that grade nine learners achieved an average mark of 14% for Mathematics and an average mark of 43% for their Home Language. Many educational scholars are of the opinion that teacher unionism in SA constrains the government’s ability to pursue policy objectives to improve learner attainment.
The purpose of this study was to explore teachers’ perceptions of the influence of teacher unionism on the curriculum delivery. In order to achieve this general objective, the following exploration questions encircled this study:
What is the nature of teacher unionism in township schools?
Is the influence of teacher unionism on curriculum delivery being managed and, if so, how?
How do teachers think the influence of teacher unionism on curriculum delivery can best be managed?
This research study followed a generic qualitative research design that was located within the interpretive paradigm. A case study design was employed as a research method. Open-ended intense interviews provided ample scope for a rich and in-depth exploration of the topic.
Despite quite a number of educational scholars perceiving teacher unionism in SA to have a negative influence on learner outcomes, minimal literature exists on the topic. This research exploration therefore intends to add to the body of knowledge with regards to teachers’ perceptions of the influence of teacher unionism on curriculum delivery.