This paper examines the effects of the teachers unions (TUs) on governance and professional management in South African schools. Using qualitative research method, sixteen (16) school leaders including management members from four (4) public schools were interviewed. The aim of the study is to make a critical assessment on the advocacy efforts of TUs pertaining to school governance by making analysis on the prospects, obstacles, and potential achievements. The study took place in four (4) public schools in the Sekhukhune region of the Limpopo province in South Africa. The study is underpinned by the democratic governance theory to address the research problem. The study used phenomenological research design for the purpose of gathering valid and reliable in-depth and rich information from the participants. The key findings of the study reveal that TUs contribute positively to school governance by mobilising relevant resources and ensuring equitable policies. However, their influence may also result in bureaucratic deadlocks, conflicts with School Management Teams (SMTs), and resistance to specific policy reforms. Following the findings, the study suggests that a collaborative approach in which TUs, policymakers, and school leaders engage in progressive dialogues to enhance school governance and promote meaningful educational initiatives. The study also recommends that there be synergy among TUs, SMT, and SGB to ensure sustainable improvement in public education.

Keywords: Educational governance; Policy reform; Professional governance; Public reform; School governance; Teachers union

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