The study aims at how teacher unions can be effectively represented at school level without compromising on the quality of teaching and learning. The researcher is of the view that lack of formalised involvement may lead to the infringement of educators’ rights and consequently result in poor performance during the execution of their duties.

American literature on teacher unionism will be reviewed. The various South African Education Acts of Parliament are reviewed including the role played by the two major teacher unions which are the South African Democratic Teachers’ Union (SADTU) and the National Association of Professional Teachers’ Organization of South Africa (NAPTOSA) in South Africa. A brief overview of the Education International (EI) which is a confederation of teacher unions around the world highlights the framework within which teacher unions should operate internationally. The Labour Relations Act (LRA) provides guidelines for the operation of unions in South Africa while the Education and Labour Relations Council (ELRC) defines the extent of teacher union involvement in policy matters.

The question is, how can unions be involved at school level to facilitate the implementation of policies without infringing on the rights of educators and consequently, the learners?

Recorded focus group interviews will be conducted with principals, educators, union representatives and education officials in the Gauteng District 12. Verbatim transcribed data will be analysed by means of the constant comparative method. Several one on one interviews with other senior officials will also be conducted.

Findings may show that effective union involvement at school level may improve implementation of policies and consequently improve teaching and learning.