Current discourses in education circles are on the professional status of the teaching profession due to teachers’ continued involvement in labour protests. This paper discusses whether teachers may still be considered as professionals or workers. There is an assumption that if formulated policies reflect on alleviating the plight and actual conditions in which teachers work, strikes can be halted resulting in quality teaching and learning in schools. A literature review was conducted to seek solutions to this impasse. It is expected that with insight into the actual teachers’ working conditions by policymakers, barriers that lead to endless labour protests may be alleviated to restore professionalism in teaching.