Impact of labour relations on educational institutions with special reference to primary and secondary schools
Abstract
The main objective of this study is to bring about an awareness of the impact of Labour Relations in an educational institution, with special reference to primary and secondary schools. One of the major aspects of this work is to create a conducive environment towards teaching and learning through empowerment and amicably resolving disputes in various institutions. The literature study exposed the roles and responsibilities of various stakeholders and developmental programmes in schools towards to ensuring effective teaching and learning. Emphasis also falls the operation If the Labour Relations Act and South African Council of Educators, the latter acting as a juristic person in education in terms of dealing with misconduct, and ensuring that a culture of learning and teaching is maintained. Furthermore, development models and an approach to techniques and methods for a new holistic approach are described. The Critical Event Model (CEM) and Commitment Approach (CA) are identified and regarded as the best possible instruments for schools in the Vaal Region. The empirical study consists of structured questionnaire distributed to a sample population of 34 primary and secondary schools. The sample consisted of 34 principals, 51 deputy principals, 170 heads of department and 425 educators with the aim of identifying their needs in terms of empowerment with regard to Labour Relations. Main findings revealed a lack of training in most aspects, limited knowledge in terms of their labour rights, duties and responsibilities of various stakeholders, as well as in developmental programmes. The empirical study conducted, was a success, since the response rate exceeded 80 percent for all respondent categories. This research is not completely definitive by any means; it merely shows that there are problems in terms of the provision of capacity building programmes within our schools. The main objective of this study is to bring about an awareness of the impact of Labour Relations in an educational institution, with special reference to primary and secondary schools. One of the major aspects of this work is to create a conducive environment towards teaching and learning through empowerment and amicably resolving disputes in various institutions. The literature study exposed the roles and responsibilities of various stakeholders and developmental programmes in schools towards to ensuring effective teaching and learning. Emphasis also falls in the operation if the Labour Relations Act and South African Council of Educators, the latter acting as a juristic person in education in terms of dealing with misconduct, and ensuring that a culture of learning and teaching is maintained. Furthermore, development models and an approach to techniques and methods for a new holistic approach are described. The Critical Event Model (CEM) and Commitment Approach (CA) are identified and regarded as the best possible instruments for schools in the Vaal Region. The empirical study consists of structured questionnaire distributed to a sample population of 34 primary and secondary schools. The sample consisted of 34 principals, 51 deputy principals, 170 heads of department and 425 educators with the aim of identifying their needs in terms of empowerment with regard to Labour Relations. Main findings revealed a lack of training in most aspects, limited knowledge in terms of their labour rights, duties and responsibilities of various stakeholders, as well as in developmental programmes. The empirical study conducted, was a success, since the response rate exceeded 80 percent for all respondent categories. This research is not completely definitive by any means; it merely shows that there are problems in terms of the provision of capacity building programmes within our schools.