TOOTHLESS OR STILL BITING? RE-EXAMINING THE REGULATORY ROLE OF TEACHER UNION IN THE EMANCIPATION OF SCHOOL LEADERSHIP AND GOVERANCE

Teacher unions have historically been instrumental in advocating for the rights of educators and shaping governance processes in public schools. Unions are acknowledged for safeguarding labour interests and enhancing professional accountability; however, their role in school leadership and governance is a subject of ongoing debate. Ongoing discussions examine the role of teacher unions in either enhancing school leadership or limiting the professional autonomy of school leaders. This research analyses the influence of teacher unions on the liberation of school leadership in public education. This study employed a qualitative interpretivist approach within a phenomenological design to examine the perceptions and experiences of principals, school management team members, and teacher union representatives concerning the influence of unions on school leadership and governance processes. Semi-structured interviews were performed with participants from public schools, and the data were thematically analysed to identify patterns concerning union influence, leadership autonomy, and collaborative governance. The findings indicate a paradoxical dynamic in the relationship between teacher unions and school leadership. In specific contexts, unions seem to exert a restricted direct impact on leadership practices, indicating a diminished regulatory role. In certain cases, unions maintain a nuanced but considerable impact on decision-making processes, professional relationships, and governance practices in educational institutions. The dynamics influence leadership autonomy in multifaceted ways, occasionally facilitating dialogue and professional support, while at other times limiting leadership authority. The research indicates that teacher unions cannot be easily categorized as either weakening or dominating forces in school governance. Their influence is mediated by context and negotiated within institutional frameworks. The findings underscore the necessity for more defined governance frameworks and collaborative engagement between unions and school leadership to reconcile professional autonomy with the safeguarding of educators' rights.