An analysis of the unionization processes of theachers in post-1980 Turkey

In order to protect and defend the workers' rights, trade unions are founded as a form of civil society organizations. Like other workers, teachers have also become organized in order to protect and defend their rights and to find solutions to educational problems. It is evident that in the post-1980s era, just like pre-1980 period, teachers have spearheaded in unionization among other civil servant organizations. Today, far less than it is assumed to be, teachers' unionization rate is considered much higher compared to unionization of other civil servant branches. Nevertheless, it can be seen that in reality, teachers' interest in trade unions is not as high as the quantitative indicators claim to be. Teachers' becoming unionized and the struggle of the teachers' unions play a significant role in the development of democratic culture in the following generations. Thus, the main goal of this thesis is to investigate the factors that shape the interests of teachers in unionization and to see to what extent unions could respond to these factors. In this study, first the struggle of teachers' organizations is analyzed from a historical point of view. Later, an analysis of a set of survey interviews that were conducted with 68 teachers and 44 students of college of education. Among teachers who were interviews, while 58 of them were members of various trade unions, 10 of them have not officially enrolled to any trade unions. In the light of the analysis, it is observed that there is a considerable difference between the perception of teachers' unions between those who were born before and after 1980. In this context, the teachers were divided into two groups as those who are 40 years old or older and those who are younger. The students, on the other hand, were chosen among third and fourth grade students of college of education. Based on these interviews, a comprehensive analysis and interpretation based on descriptive statistics is provided. Consequently, a socio-historical review of literature revealed that protecting and defending rights of teachers could not considered as the sole causes of why teachers have organized. In fact, alongside economic and social rights, teachers have demanded to be influential in the educational policies. However, in addition to the unwillingness and inability of teachers' unions in advocating an educational agenda, the fact that the law decree 4688 does not allow teachers' unions to be vocal have undermined the faith of many teachers in unionization. Moreover, it is observed that teachers perceive trade unions as political institutions, and they do not prefer to be labelled with corresponding political ideology by becoming a part of teachers' unions. Although favoring the cooperation between political parties and trade unions, teachers do not want political parties to see and act trade unions as their playing grounds. Furthermore, many teachers believe that promotions are bestowed based on political loyalties, not meritocracy. This situation, in return, leads to the fact that many ambitious teachers become a member of the government-supported teachers' unions and reflect their union-identities different than reality. As a result of being one of the professions with most job satisfaction, teachers value the peaceful atmosphere in the workplace. In order not to have conflict with administration and not to be excluded and isolated by their colleagues, teachers do not express their real inner union-identity. Consequently, it is observed that teachers maintain peaceful workplace environment either by becoming a member of the same teachers' unions with their administration or by avoiding trade unions.