School teachers' unions social justice approach in top-bottom decision-making process: A case study of school teachers' unions in Northern Pakistan

Top-down decision-making process has revealed several challenges in educational reforms in North-West part of Pakistan. Political bosses and bureaucrats have often placed an authoritarian decision-making process where school reforms are implemented without much consultation with school teachers' unions. Given the continued need of school teachers' unions being one of the main stakeholders, it is necessary to examine the perspectives and experiences of the leadership of school teachers' unions' who work hard to make niche on the basis of social justice approach in the top bottom decision making process and to identify ways to implement democratic decision making process. The purpose of the current exploratory qualitative study was to investigate school teachers' unions' leadership experiences in the top bottom decision making process, and their overall perspectives on the school-based reforms. This paper explores the perspectives and experiences of five most influential school teachers' unions' leaders regarding the nature of the decision-making process. Data was collected using semi-structured interviews and was analyzed using thematic analysis. Findings revealed that leaders faced several challenges in making their voices count in the current decision-making mechanism. Findings revealed the top-bottom decision-making mechanism is based on vested interests, disregarding the ground realities. School teachers' unions challenge the top bottom approach and support initiatives for evidence-based knowledge, arranging conferences and debates, using print and electronic media to convey their views. They are also use strikes and demonstrations as their last option. The study implies that there is a need for a democratic decision-making mechanism where the input from the school teachers' unions is given due consideration in school based reforms.