This article presents a critical discourse on the lack of scholarship and empirical studies on teacher social justice unionism in the field of industrial relations in the United States. It does so by pointing to union density, social justice unionism indicators in public education, and literature scarcity to consolidate its position to why teacher social justice unionism should be considered by researchers as a subject of academic inquiry.
This article suggests that the implementation of human resource policies such as teacher performance appraisal (TPA) is a disturbance to the school organizational climate. Based on my cross-examination of both school managers’ and teachers’ discourse, I suggest that a new leadership approach needs to be developed at the school level to effectively coordinate TPA implementation in such a way that it can enhance teacher professional growth.
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