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Advances in Social Sciences Research Journal – Vol. 9, No. 11

Publication Date: November 25, 2022

DOI:10.14738/assrj.911.13366. Sinkala, H., Simui, F., & Muleya, G. (2022). Unearthing Constraints Experienced by Teacher Unions in Improving the Learning

Environment in Schools in Zambia. Advances in Social Sciences Research Journal, 9(11). 62-72.

Services for Science and Education – United Kingdom

Unearthing Constraints Experienced by Teacher Unions in

Improving the 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 unearths constraints experienced by teachers' unions in promoting a

peaceful learning environment in selected schools of Lusaka, district, Zambia. A

case study design was employed on a target population that comprised participants

from primary and secondary schools and teacher unions. Expert purposive

sampling technique was applied to sample 28 participants from teacher union

officials in Lusaka District. Data generated was through interviews and Document

Review which was analyzed using themes. Emergent findings revealed that the

teachers’ unions faces a myriad of challenges such as inadequate resources, limited

knowledge and skills, inaccessible leadership and inadequate financial support in

their quest to contribute to a peaceful school environment. Thus, it is

recommended among others that, Unions should consider building capacity on

resource mobilization and optimal resource utilization, as well as enhancement of

mutual consultations with the Ministry of Education and teachers to discuss matters

relating to how they can contribute towards raising the standards of learning

environment in schools.

Keywords: Teacher Unions; Peaceful Learning Environment; Education; 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

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

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Sinkala, H., Simui, F., & Muleya, G. (2022). Unearthing Constraints Experienced by Teacher Unions in Improving the Learning Environment in Schools

in Zambia. Advances in Social Sciences Research Journal, 9(11). 62-72.

URL: http://dx.doi.org/10.14738/assrj.911.13366

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].

Statement of the Problem

Teacher unions and the contracts that result from teacher unions’ bargaining are thought to

have strong implications for education policy at all levels of government [6]. Although there is

much speculation and discussion of the role of teacher unions in education and policy, little is

known about the contribution of teacher unions towards creating a peaceful learning

environment in schools. Various studies [7]; [8]; [9]report that questions of teacher unions’

impact on learning outcomes are largely unanswered. This is also noted by [10] who contends

that what is clear is that teacher’ unions do impact the teacher welfare by raising teachers’

salaries and conditions of service as a whole, and their effect on learning outcomes in schools

is not known. Although teacher unions and their collective bargaining agreements may differ

in important ways, understanding how teacher unions impact learning environment is

important, given that this study reveal that so little is known about the contribution of teachers’

unions in creating a peaceful learning environment in schools. Hence, understanding the

contribution of teacher unions on improvement of learning environment in schools is

important in its own right. The purpose of the study was to unearth constraints experienced

by teachers’ unions in promoting a peaceful learning environment in selected schools in Lusaka,

District.

Theoretical Framework

The theoretical framework discusses a theory that guided this study. The study was guided by

Basic Human Needs theory of conflict management advance by [11]. This theory helped the

researcher in exploring the contribution of Teachers’ Unions in promoting peaceful learning

environment in schools. [11] in his Basic Human Needs theory of conflict management

proposed that humans need a number of essentials to survive and thrive. If these needs are

denied, they strive to attain them by any means necessary. According to Burton, human needs

are in born and are a part of the basic make-up of every human being as the elemental

requirements for human development, as such; they are both universal and trans-historical,

relevant to every community at every point in human history.

The appropriateness of [11]Basic Human Needs Theory of conflict management in this study

sits on information that schools in Zambia have leaders who are divided into groups. These

groups are: School administrators; Teacher Union leaders; Teachers and Parent Teachers

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 9, Issue 11, November-2022

Services for Science and Education – United Kingdom

Committees, who each has the need to protect their identities and security while involved in an

activity of promoting peaceful learning environment in school. Burton argued that failure to

satisfy identities and security by leaders in schools would lead to dysfunctional development,

frustration and protracted conflicts hence affecting the peaceful learning environment in

schools.

LITERATURE REVIEW

Constraints faced by Teachers Unions

According to [12] in a study conducted in Argentina on “The economic effects of unions in Latin

America: Teachers’ unions and education in Argentina” examine the impact of teachers’ unions

on various education outcomes in Argentina, the findings revealed that school days lost to

strikes negatively impacted student performance on the 1997 and 1999 national assessments;

teacher tenure, a major union demand, has a positive effect on student achievement but

increases absenteeism; union strength is weakly associated with smaller class sizes; and where

teachers’ unions are legally recognized, a higher share of the provincial education budget goes

toward wages.

[13] conducted a study on “The Effect of Teachers’ Unions on Student Achievement in the Short

Run: Evidence from Wisconsin’s Act 10 E”. This study examines the short-run impact of a

weakening of teachers’ unions on student achievement. Exploiting plausibly exogenous

variation in the timing of exposure to Act 10 due to differences in the expiration dates of pre- existing collective bargaining agreements across school districts, found that the law reduced

average test scores on the state’s standardized exam by approximately 20% of a standard

deviation. The also study explores plausible mechanisms behind the observed decline in

achievement, and presents evidence that the law led to a significant increase in teacher

turnover and a large reduction in teacher salaries. Some studies bear out this opposition. For

example, there is evidence that in the U.S., there is an inverse relationship between incentive

schemes and strong teachers’ unions. In their analyses of performance pay variation across the

U.S., [14] and [15] conclude that districts with stronger unions, as measured by having a

collective bargaining agreement, are less likely to have merit pay. Conversely, there is some

evidence that unions are open to incentive schemes.

[16] in a study “The Effect of Teachers’ Unions on Educational Outcomes Simon”. Using panel

data from 1960 to 1990 established that unionization has no effect on student outcomes. While

they may change the sources of revenue, teachers’ unions do not affect school budgets.

Similarly, instrumental variable estimation using changes in state-level collective bargaining

law finds non-positive effects of unionization on school inputs. Consequently, a study

conducted by [17]on “Alternative Discourses of Teacher Professionalism of Union Active

Teachers and Teacher Unions” revealed that a triad of influences on the professionalism

discourses of union-active teachers: engagement in teacher associations, the larger policy

environment, and teacher agency. More specifically, participants’ inner drive to affect change,

coupled with the capacity building experiences gained through their teacher association, saw

many participants enacting and espousing discourses that positioned teachers as learners,

leaders, advocates, and autonomous experts. In this way the study illustrates the power of

teachers and their unions to alter the balance between democratic discourses which position

teachers as advocates, agents, and policy actors; and neoliberal portrayals of teachers as the

objects of educational reforms.