Leadership strategies of high school principals in managing unionized teachers in Manzini Region, Eswatini

Educational leadership in unionized settings is complex, requiring principals to employ adaptable strategies to navigate this environment effectively. This study explored the specific leadership strategies used by high school principals in managing unionised teachers in the Manzini region of Eswatini. It draws on Bass's (1985) transformational leadership theory, which emphasizes the importance of inspiration, motivation, and personalized support as essential qualities that principals should possess. This theoretical lens guided the examination of how principals motivate and influence teachers while addressing union-related concerns. The study sample consisted of 10 principals, 10 teachers, and five officials from the Eswatini National Association of Teachers (ENAT). The findings of this study offer a beacon of hope, revealing that principals who embrace transformational practices, such as shared decision-making, open communication, and individualized support, can significantly reduce labour-related conflicts and enhance teacher commitment. Moreover, the collaborative engagement with union representatives has the potential to align union activities with the school's goals, fostering a more harmonious working environment. Given the complex nature of educational leadership in unionized settings, the study strongly recommends that principals receive targeted training in conflict resolution, negotiation, and collaborative leadership. These strategies are not only beneficial but also crucial for creating a productive school environment and effectively resolving conflicts while maintaining alignment between union advocacy and school priorities.