FACTORS HAMPERING THE PROFESSIONAL AUTONOMY OF TEACHERS: THE CASE OF SECONDARY SCHOOL TEACHERS IN THE ELLIOTDALE CIRCUIT, SOUTH AFRICA

Abstract

This study examines the factors hampering the professional autonomy of teachers at secondary schools in the Elliotdale Circuit of the Dutywa Education District. Secondary school teachers in the circuit were in constant fear of the loss of their professional autonomy as a result of interference and imposition on their professional duties. A qualitative approach with case study designwasemployedinthestudy.Purposivesamplingtechniquewasusedtoselectfiveprincipals, twelve teachers, two subject advisors and three teacher union representatives. Data collected through face-to-face in-depth individual interviews were analysed thematically. Themes were drawn from the responses of the participants. Findings revealed that strict rules and regulations put in place by the department, the perceptions that teachers would not teach effectively when given professional autonomy, the constant supervision of teachers' work, bureaucracy as a management style, the existence of unqualified teachers, teachers' lack of passion for the profession and the prevalence of politicking and conflicts between the Department of Education and the teacher unions, were some of the factors found to be hampering the professional status of secondary school teachers in the Elliotdale Circuit. Some recommendations were made, these included: the Department of Education should use a democratic and participatory style of management in supervising teachers' work, the departmental officials should have less control over the teachers in relation to the core act of teaching and learning and the Department of Education should forge a working relationship with all the teacher unions in matters relating to teacher professional autonomy.