TEACHERS LEAVING UNIONS: 3 PAINFUL ISSUES EVERY MEMBER SHOULD DISCUSS

Teachers leaving unions is a conversation that deserves attention within Ghana’s teaching profession. For some teachers, union membership offers collective representation, advocacy and access to services. For others, the experience has raised difficult questions: What am I paying for? What benefits can I access? And when I need support, does my union deliver?

These questions are not necessarily a rejection of organised teacher representation. Sometimes, they reflect a gap between what members expect when they join and what they believe they receive in practice.

In a recent Smart Teachers Avenue discussion, Atta Smart highlighted three concerns that some teachers have raised: high union dues, benefits that members feel they are not receiving, and loan interest rates they consider excessive.

The challenge is to examine these concerns honestly without assuming that every union operates in the same way or that every member has had the same experience.

WATCH THE FULL VIDEO HERE: 

TEACHERS LEAVING UNIONS: 1. ARE UNION DUES TOO HIGH?

For a teacher managing monthly expenses, deductions from a salary are not a small matter. Transport, rent, food, family responsibilities, school-related expenses and savings all compete for the same income.

That is why some teachers question the amount they contribute to their unions. Their concern is not always simply that they dislike paying dues. It may be that they do not clearly see how those contributions translate into services, support or tangible value for members.

A union, however, cannot be assessed only by whether it gives each member money directly. Collective representation, negotiations over conditions of service, welfare support and professional advocacy may also form part of the value of membership.

The important question is whether members understand what their dues finance and whether the benefits and representation offered are worth the cost to them.

For teachers considering leaving unions, this distinction matters. A member should be able to ask how dues are determined, what services are available and how the organisation accounts for the contributions it receives.

Union leaders also have a responsibility to communicate clearly. When members repeatedly ask what their money is doing for them, the response should not be to dismiss the question. It should be to explain the value, limitations and costs of membership openly.

TEACHERS LEAVING UNIONS: 2. WHAT HAPPENS WHEN MEMBERS FEEL THEY ARE NOT BENEFITING?

One of the most frustrating experiences for a paying member is feeling that the relationship works in only one direction: contributions are expected, but meaningful support seems difficult to access.

A teacher may expect assistance during a difficult period, clear information about available welfare services, representation when workplace concerns arise or opportunities to participate in decisions affecting members. Another teacher may expect something entirely different.

The problem begins when expectations are unclear, services are difficult to access or members feel that their concerns are not taken seriously.

It is also important to distinguish between benefits that a union actually offers and benefits that a member assumes should be available. Some services may have eligibility conditions, waiting periods or specific application procedures. Others may not be part of the membership package at all.

That is why teachers should ask direct questions about the services their union provides, how to access them and what limitations apply.

For unions, member feedback should be treated as useful information. If teachers cannot explain what their contributions support, or if they consistently struggle to access services, that is a reason to improve communication and review how members are served.

The question behind teachers leaving unions is therefore not only whether dues are high. It is also whether members believe their contributions are matched by meaningful representation, clear communication and services that respond to their needs.

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TEACHERS LEAVING UNIONS: 3. WHY ARE SOME MEMBERS UNHAPPY ABOUT LOAN INTEREST?

The third concern raised in the video is particularly sensitive: a teacher contributes money to a union but later feels that borrowing through the union comes with interest that is too high.

For a member who sees the union as an organisation built around teachers’ collective contributions, this can feel disappointing. The member may wonder why accessing a loan is expensive when they have already been contributing for years.

However, union dues, savings contributions and loan facilities are not necessarily the same thing. Depending on the arrangement, dues may fund representation and services, while a separate savings or credit scheme may have its own financial rules. A teacher’s own savings may also be treated differently from a loan provided by a scheme.

Before deciding whether a loan is expensive, members should understand the actual interest rate, repayment period, administrative charges, any compulsory deductions and the total amount repayable. Comparing these details with other legitimate borrowing options can help a teacher make an informed decision.

Transparency matters here. Members should be able to understand how the loan is priced, why particular charges apply and what happens if they repay early or miss a payment.

For teachers leaving unions because of loan-related dissatisfaction, the central issue may be the cost of borrowing, the lack of clarity around the terms, or a mismatch between what the member expected and what the scheme actually provides. These are different problems, and each deserves a clear answer.

 TEACHERS LEAVING UNIONS: WHAT DOES THE RECENT STRIKE TELL US?

The recent nationwide strike by Ghana’s pre-tertiary teacher unions brings the discussion into sharper focus.

The industrial action, which began on 25 September 2026, centred on unresolved concerns over promotion-related salary placement and arrears, negotiations on teachers’ conditions of service, and the implementation of the 20 per cent Deprived Area Allowance.

On 9 October, the unions suspended the strike after further engagements with government representatives and the Fair Wages and Salaries Commission. Teachers were directed to return to the classroom on Monday, 12 October. But the suspension did not mean that every outstanding matter had already been fully implemented.

For members, that distinction is important. A union can negotiate an agreement, announce a commitment or suspend industrial action, but teachers will still want to know whether the promised actions are completed and whether the affected members receive what they are owed.

The strike also showed that union action can bring teachers’ collective concerns into the public conversation. Regional union representatives supported the industrial action and, before its suspension, some insisted that assurances alone were not enough and that commitments needed to produce verifiable results.

That is one side of the discussion: collective representation can give teachers a platform to press for improvements that individual members might struggle to secure on their own.

But there is another question worth asking. How do members judge the effectiveness of that representation? Is it by the union’s ability to organise collective action, the results achieved through negotiation, the speed with which commitments are implemented, the information members receive, or all of these?

Teachers may hold different views. Some may see the strike as a necessary step after prolonged delays. Others may be concerned about the disruption to teaching and learning, the uncertainty surrounding negotiations or whether the commitments will be implemented on time. These are possible perspectives, not a claim that every teacher holds either position.

What matters is that teachers can evaluate the union’s actions against clear expectations and actual outcomes.

TEACHERS LEAVING UNIONS: DOES A STRIKE PROVE THAT A UNION IS WORKING?

Not by itself.

A strike can demonstrate that a union is prepared to use collective action to press its demands. It does not, on its own, prove that every member’s concern has been resolved or that the union is effective in every area of its work.

Equally, the suspension of a strike does not automatically mean that the union has failed. Negotiations may continue after industrial action ends, and the real test is whether commitments are followed through.

In the recent dispute, the unions’ demands concerned specific issues affecting teachers’ working conditions and remuneration. Those issues should be assessed on their own merits, separately from complaints about dues, member services or loan terms.

A teacher may appreciate the union’s advocacy during the strike while still questioning its welfare services. Another may be satisfied with the services but disagree with how the strike was handled. Someone else may feel that the union’s performance does not justify the financial cost of membership.

These positions can coexist. Membership is not necessarily an all-or-nothing judgement about every action an organisation takes.

For teachers leaving unions, the useful question is whether the organisation provides the representation and services they need, and whether their concerns can be raised and addressed through meaningful channels.

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TEACHERS LEAVING UNIONS: WHAT SHOULD MEMBERS CHECK BEFORE MAKING A DECISION?

Frustration is understandable when a teacher feels unheard or financially disadvantaged. Still, deciding whether to remain in a union is worth approaching with clear information.

Before making a decision, a teacher can consider these questions:

• Do I understand how much I contribute and what the dues cover?
• What representation and member services are available to me?
• If I have a complaint, is there a clear process for raising it?
• If I use a union-related loan or savings scheme, do I understand its terms?
• What are the membership and withdrawal rules that apply to my situation?
• What would I gain or lose by leaving?

These questions are not intended to persuade every teacher to remain a member. They are intended to help teachers make decisions based on their actual circumstances, rather than on incomplete information or someone else’s experience alone.

It is also fair for members to expect answers. Clear information about finances, benefits, loan terms and decisions affecting members can help build trust. Where a union falls short, constructive feedback and appropriate accountability processes may provide a route to improvement.

TEACHERS LEAVING UNIONS: WHAT SHOULD UNION LEADERS DO DIFFERENTLY?

If members repeatedly complain about high dues, limited benefits or expensive loans, union leaders should take those concerns seriously.

First, they can make information about dues and their use easier to understand. Second, they can explain available services and eligibility conditions in plain language. Third, any loan scheme should communicate its interest rates, fees and repayment terms clearly before members commit themselves.

Fourth, unions can provide accessible ways for members to raise complaints and receive responses. Members should not have to rely only on rumours or informal conversations to understand decisions that affect their money and welfare.

Finally, unions can explain what they are negotiating on behalf of teachers and provide updates on the implementation of agreements. The recent strike has shown why this matters: members need to distinguish between a demand being raised, a commitment being announced and an outcome being delivered.

Trust is built when communication is clear and actions can be assessed. It is weakened when members feel they are expected to contribute without understanding what happens next.

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TEACHERS LEAVING UNIONS: WHAT ONE PRACTICE WOULD YOU CHANGE?

This is where we want to hear from you.

If you have been a member of a teacher union, what is one practice you believe hurts teachers the most? Is it high dues, loan interest, limited access to benefits, poor communication, how complaints are handled, or something else?

And if you had the opportunity to change that practice, what would you do differently?

Share your experience respectfully in the comments. You do not have to name individual union officers or disclose private financial details to explain what happened to you. A clear description of the practice and how it affected you can be enough to help others understand the issue.

For new teachers entering the profession, these experiences may also offer useful questions to ask before deciding which membership arrangements suit their needs.

Teachers leaving unions is not just a discussion about leaving an organisation. It is also a conversation about trust, value, accountability and the kind of representation teachers expect.

The aim is not to condemn every union or dismiss the work that teacher unions do. It is to create space for honest feedback, informed decisions and improvements where they are needed.

Share your experience and ideas in the comments. Your strategy could help another teacher take the first step.

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