(Dis)enablers of power and/or policy: the two-fold influence of teacher unions on school governance and professional management

The continually evolving dynamics of educational governance on a global scale have led to increased involvement of teacher unions in both school governance and professional management. This study in-vestigates the two-fold effects of teacher unions, positioning them as both facilitators and obstacles within the dynamics of school leadership processes. Utilizing instructional theory as a framework, this study examines the ways in which union operates and power dynamics that influence the formation of schools, particularly regarding decision-making processes, professional accountability, and the stability of lead-ership. Grounded in a qualitative framework aligned with the principles of the constructive paradigm, this study employed semi-structured interviews and document analysis conducted in selected public schools. The findings indicated that although unions are expected to engage collaboratively in advocating for teacher rights and ensuring compliance with policy, they often hinder leadership functions through politically motivated interventions and unclear role delineations. These tensions reveal policy uncertain-ties and highlight the necessity for a robust framework to manage union involvement while preserving the integrity of school reform initiatives. The conclusion of the study presents recommendations for enhancing professional collaboration strategies.