The promotion of teachers to management positions in many instances has led to a decline in the motivation and dedication of academically and professionally deserving teachers. The purpose of this qualitative case study located within an interpretive paradigm was to explore the practices followed by school governing bodies (SGBs) in recommending teachers for promotional appointments in the South African Basic Education sector. This study used Rawls' Theory of Social Justice and legislation as the theoretical framework underpinning the paper. Triangulated data collection techniques involving semi-structured interviews and focus group discussions were employed to gather the information. Purposive sampling was employed to select twenty-four participants for the study. The main findings include the dictates of legislation in recommending teachers for appointment and violation of the principles in the Bill of Rights and Rawls' Theory of Social Justice, the lack of capacity of the SGBs in terms of recommending teachers for the appointment, and disputes and conflicts experienced after the appointments are made. It also emerged from the study that there is evidence of power-play among the different stakeholders and micro-politicking in the appointment procedures leading to ineffective educational management, and subsequent loss of dedicated teachers to the sector.