Do trade unions live up to their members’ expectations and are they in tune with members’ needs?
The questions about salaries and working conditions that the Teacher receives from educators suggest that unions are not fulfilling their members’ needs. Many, it seems, are not getting much joy from their unions.
the Teacher sampled the views of teachers who belong to different trade unions across the nine provinces to determine what they expect and what they get in return for their membership fees. The majority were members of the South African Democratic Teachers’ Union, with a few belonging to the National Professional Teachers’ Organisation of South Africa and the Suid-Afrikaanse Onderwysersunie.
The respondents were unanimous in their belief in the need for trade unions, but there was also a message that teachers’ professional development – not politics – should come first. Weak communication from unions about the implications of changes in teachers’ working conditions and salaries was another problem.
What came through quite strongly was that trade unions are the voice and instrument through which teachers can address a range of labour-related concerns. Respondents said trade unions also negotiate salary increases on their behalf as well as safeguard their rights.
Another point that received widespread mention was that trade unions, such as Sadtu, which has a struggle background, tend to act politically and at the expense of shop-floor issues. Teachers cited last year’s strike by civil servants and said it took some time to resolve because it was politically handled, leading to a hardening of attitudes on both sides. In the end it cost the ordinary members, who suffered financial losses.
Respondents also felt that unions should move beyond labour issues and intensify programmes to empower their members.
One respondent – a principal – said leadership and management issues do not appear to receive priority from his union. “They seem to be content to deal with issues that concern only post-level one and head of department teachers,” he said, adding that unions should also educate members about their responsibilities. “For instance, some teachers are not punctual or come to school under the influence of liquor. When you take the steps (against these teachers) you are seen to be acting against your own,” he said.
Other views expressed by the respondents follow. Most did not want their names mentioned for fear of intimidation.
“Yes, I do believe we need trade unions to represent us and safeguard our interests… but sometime they get carried away and use us as political pawns. I think they should draw a distinction between shop-floor and political issues.”
“I definitely support the view that teachers should be unionised, but I feel they should go beyond just representing and negotiating for high salaries. They also need to take initiative to empower and offer professional development to members.”
“I am all for teacher unions. Actually I joined Sadtu at its inception. But I also feel they need to be strategic. For instance, the recent prolonged strike could have been handled better. In the end we became losers as our salaries were docked.”