Five years ago, we set out to build a network of young, motivated teachers who could shape the future of education by driving change from within our schooling system. We believed that by fostering agency among teachers, we could ultimately improve learning outcomes for learners across the country.
When we began our work in 2020, the findings of a national survey were clear: young teachers were disillusioned. The education system, instead of empowering them, was pushing many to the brink of resignation. They spoke of isolation, poor leadership, and an overwhelming lack of mentorship. The expectations placed on them—often extending far beyond the classroom — were immense. Through our engagement with teachers, we learnt that they are overburdened and often face a multitude of challenges which can lead to burnout. This is often misinterpreted as mere disengagement or lack of motivation. However, as highlighted in the article “What’s beneath the tip of the iceberg of teacher apathy?”, this phenomenon is deeply rooted in systemic challenges. Teachers frequently operate in overcrowded classrooms, with students who face hunger, long commutes, and the burdens of poverty. In such environments, educators are compelled to assume multiple roles—caretakers, counsellors, and social workers—stretching their professional capacities thin.
At the heart of Teachers CAN was the belief that a strong network could counter these forces. The manifesto we co-created with young teachers aimed to unite them in a collective vision for change, imagining a world where they could be agents of transformation within their schools and beyond.
Through our work with young change-agent teachers, we learnt several key lessons about those actively trying to make a difference in their communities. They value belonging and community and seek tools to sustain their identity as change agents. They thrive when challenged to think systemically in ways that emphasise their agency. They engage with education stakeholders in transformative ways, challenging the status quo. Change-agent teachers span all ages, with experienced teachers also seeking community to drive change. When supported, change-agent teachers act as “Marigolds”—nurturing and uplifting others in their communities. And change-agent teachers are looking for ways to build community with like-minded teachers in their immediate surroundings.
Armed with the lessons from the last five years, we find ourselves at a pivotal point in our work. Connecting teachers to one another, while vital, was just the first step in shifting the trajectory of human capital in the education system. Teachers needed more than peer support—they needed structured ways to take action.
Last year, we piloted our Multiplier Programme, which not only provides teachers with the opportunity to explore the themes of identity, generative community, and influence but also allows them to put these into action in their own communities. By equipping them with tools for building generative communities, they can successfully localise the Teachers CAN manifesto in schools, working towards ensuring that learners in their communities have access to quality education. We saw teachers lead and develop localised collaborative projects, advocacy campaigns, and practical initiatives to tackle real challenges in their schools. What may sometimes feel like an insurmountable task for an individual becomes more manageable when given a framework to work within, alongside a community with a shared understanding and values around teacher agency in effecting change. Teachers were no longer just discussing problems; they were working together to solve them.
We have learnt that teacher empowerment, while crucial, is not enough. To effect real change, teachers not only need to find their voice and take action, but they must also be connected to various stakeholders in the education ecosystem. We believe that the education ecosystem increasingly recognises the value of teachers’ voices. The challenge, however, is finding ways to create generative spaces for their contributions. By building key relationships and strengthening partnerships, we want to ensure that teachers’ insights and innovations are channelled effectively. One way we are addressing this challenge is through the Multiplier Programme, a model designed to bring teachers together in a structured, supportive environment where they can collaborate, exchange ideas, and take collective action. Through face-to-face activations, online engagement, and ongoing mentorship, the programme fosters a teacher-led community that strengthens professional networks and amplifies teachers’ ability to drive change within their schools and beyond.
Our work is far from done. The past five years have reinforced the importance of an empowered, well-supported teaching force And, if South Africa is serious about creating a world-class education system, then teachers must be included in decision-making spaces. Policy decisions that impact teachers cannot be made without taking into consideration the experiences of those who are responsible for implementing them in classrooms daily. Teachers hold the key to transforming education in South Africa. But they cannot do it alone. It is up to all of us—policymakers, school leaders, and civil society—to create the conditions that allow them to thrive. Only then can we secure the future of teaching, and ultimately, the future of our learners.
By Andisiwe Hlungwane
Project Lead for Teachers CAN