Abstract:
The social and economic reforms started by the Labour government in 1984 have been developed further by the National government on taking office in 1990. However, the new government's view of the proper place and role of teacher organisations was seen to be significantly different.
This paper examines how teacher unions have responded to the change of stance by the government and to the changes in the mode of reform processes in ways that enabled them to remain effective participants in shaping outcomes for education in New Zealand.