Vol. 5 No. 2 (2021)
Articles

The role of the South African Democratic Teachers Union in promoting teaching and learning in schools

Published 2021-09-01

Abstract

This study explored the role of South African Democratic Teachers Union (SADTU) in promoting teaching and learning in schools. This study adopted a qualitative approach guided by exploratory case study design. The population consisted of 380 SADTU members in the Potgietersrus Circuit made up by ten teachers and principals from ten schools. Purposive sampling was used to select three participants from each of the five schools, making a total sample size of fifteen. Data was collected through semi-structured interviews and document analysis. The results revealed that SADTU has redesigned its policies to put measures in place such as human capital development for its members, strategies which build a CoLT such as establishment of professional learning communities and holding members accountable by collaborating with the DoE in the design of performance appraisal system. However, the study also revealed that there are still challenges that impact on quality of teaching and learning in schools that are related to societal contexts, are operational, policy-driven, and staff post level distribution and post-provision norms and standards that guide allocation of teachers at schools. The study recommends that SADTU should devise a strategy or programmes to utilise its former members who are retired teachers in poor communities to initiate after-school teaching support programmes, which identify and target learners from poor households to be provided with assistance in doing homework and extra tuition.