Exploring teacher-and-school management relationships in selected secondary schools in Pietersburg circuit

Abstract

To explore teacher-and-school management relationships in three secondary schools in Limpopo's Pietersburg Circuit, this study used a multiple case study design anchored in an interpretive research paradigm. Thematic analysis was used to analyse data obtained from interviews, observations, and document analysis. The findings revealed strained relationships between teachers and school management at all three schools. The contributing factors included lack of communication, autocratic leadership, uncaring and unsupportive management, excluding teachers from decision-making, unfair allocation of workload, teachers' failure to meet deadlines, favouritism, lack of openness and transparency, insubordination, politics on promotional posts, violation of policies, late coming, not leading by example, dress code, and inappropriate friendships at work. Thus, teachers were demoralised and demotivated. They sat in their staffrooms when they should be in class, dragged their feet to class, and showed a lack of commitment. Some teachers developed strategies to sabotage school management, while others withdrew their active participation in meetings and disengaged from assisting the school management in achieving school goals. As a result, learner misbehaviour increased, syllabus coverage was impaired, and learners' performance worsened. Teachers proposed that school principals should treat all teachers equally, allocate workload equitably, involve teachers in decision-making, stop being autocratic, model good behaviour, report for work early, be caring and supportive, listen to and address teachers' concerns, understand that communication is a two-way process, communicate important information timely and through the appropriate channels, be humble and open to criticism, be honest and transparent, assist teachers in enforcing learner discipline, reprimand teachers who engage in unprofessional behaviour without discrimination, and recommend teachers for promotion based on merit, competence, and qualifications. Based on these findings, the researcher suggests that principals, deputy principals and heads of department receive comprehensive training on how to create positive relationships with teachers in order to enhance effective teaching and learning.