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Advances in Social Sciences Research Journal – Vol. 9, No. 9
Publication Date: September 25, 2022
DOI:10.14738/assrj.99.13112. Sinkala, H., Simui, F., & Muleya, G. (2022). A Plethora of Roles Played by Teacher Unions in Fostering Improved Learning
Environment in Schools in Zambia. Advances in Social Sciences Research Journal, 9(9). 450-464.
Services for Science and Education – United Kingdom
A Plethora of Roles Played by Teacher Unions in Fostering
Improved Learning Environment in Schools in Zambia
Henry Sinkala
Institute of Distance Education, University of Zambia
Lusaka, Zambia
Francis Simui
Institute of Distance Education, University of Zambia
Lusaka, Zambia
Gistered Muleya
Institute of Distance Education, University of Zambia
Lusaka, Zambia
ABSTRACT
The study explores a myriad of roles played by Teacher Unions in fostering
improved learning environment in selected schools of Lusaka, district, Zambia. A
case study design was employed on a target population that comprised 28
participants from primary and secondary schools and teacher unions. Expert
Purposive sampling technique was applied to sample participants from teacher
union officials in Lusaka District. Data generated through interviews; Focus Group
Discussion; and Document Review were thematically analyzed. Emergent from this
study is a plethora of roles played by teachers’ unions such as participation in
education policy making process, defending teacher members, presiding over
disputes between member and the employer and improving peaceful learning
environment in schools among others. In addition, Unions were actively engaged in
fighting for professional recognition for teachers as well as fairness in promotion.
Unions were involved in advocacy in relation to education reforms and teachers’
professional output as well as learner achievement in examinations. Thus, it is
recommended among others that, Teacher Unions should enhance their knowledge
and skills set to effectively deliver on various divergent mandate areas on behalf of
their membership.
Keywords: Teacher Unions; Roles; Education; Learning Environment; Schools; Lusaka;
Zambia.
INTRODUCTION
In Zambia just like elsewhere, teacher unions play a major role in education policy making. This
has been primarily through their effect on the professionalization of the teaching force and their
policy advocacy. Through publications, courses, and leadership opportunities, unions likely
have positively contributed to instruction and teachers’ sense of purpose. Through policy
advocacy, unions have informed governments of crucial local knowledge, have contributed
towards research, and established mechanisms of collaboration [1]. However, the there is a
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Sinkala, H., Simui, F., & Muleya, G. (2022). A Plethora of Roles Played by Teacher Unions in Fostering Improved Learning Environment in Schools in
Zambia. Advances in Social Sciences Research Journal, 9(9). 450-464.
URL: http://dx.doi.org/10.14738/assrj.99.13112
need for more research on the role of public sector teachers’ unions towards learning in public
schools. As such, much has appeared in the literature about this polarizing topic. The public
domain is the sector where most teachers work, where teachers’ unions are strongest, and
where learners are most disadvantaged.
On one hand, policymakers have criticized teachers’ unions as hindrances to quality-enhancing
change due to union policy preferences and strike activity. On the other hand, teachers’ unions
argue that they have played an important positive role in education. Specialists have fallen on
both sides [2]. In the public debate on education, these two points of view have been
exaggerated and politicized. In academic terms, the conclusion that unions play just one role is
highly suspect [3]. In this study the researcher endeavors to explore the contribution teachers’
unions have played in education particularly in Zambia with reference to learning environment
in schools. This study refrains from making causal arguments and instead aim to show that
there have been instances where unions have positively affected the quality of education
through two mechanisms: by contributing to professionalization (the development of teacher
skills) [4]; and by advocating for educational improvements [5].
In spite of Union’s presence in the political arena, many recent reforms intended to improve the
quality of teaching in public schools with extension to some private schools have targeted the
influence of teachers’ unions at both state and local level of decision making [6]; [7]. [8] asserts
that in principle, adopting standards that help teachers focus on lessons they want students to
learn, aligning their teaching to the lessons, and devising measurements that demonstrate that
students are responding to these lessons can improve learning environment as long as the
public, policymakers, and school administrators acknowledge the complexity of the learning
process and the broad outcomes that society desires. To this effect, how teachers’ unions affect
the educational production function is an empirical question and an open one.
[5] argue that collaborative working relationships between teacher unions and governments
occur in a number of jurisdictions around the world. In some places, supported by cultures of
cooperation or by legal requirements, these relationships may be relatively stable. In other
places they are more volatile, subject to change with the change of political or economic climate.
In the current policy context, the combination of top-down reforms and economic adversity has
resulted in many teacher unions reporting changes in relations or “mixed” relationships with
government neither entirely supportive nor entirely positive [9].
Teacher unions must ensure that they keep their organizational ears to the ground with respect
to teachers’ issues and concerns. What teachers want from their unions, and what unions are
uniquely able to ensure, is consistent with what [10] identified as crucial to building teacher
capacity, or what they call teacher leadership: opportunities for teachers’ professional
development and learning, establishing teachers’ right to participate in decision making,
articulating and promoting a positive professional identity, and quality conditions for teaching
and learning. Teacher unions have the demonstrated ability to engender these factors within
their own organizations, whether or not the government of the day is interested in
collaboration. Teacher unions should recognize the power of discourse to influence policy
directions.