Maintaining good working experiences in the context of NCEA changes

Enablers and influences

Authors

DOI:

https://doi.org/10.26686/nzaroe.v28.8357

Keywords:

professional learning development, NCEA, educational change, teacher attitudes, teacher morale, workload

Abstract

Based on findings from The National Survey of Schools project, this study aimed to examine the interactions between schools’ professional learning and development cultures, teachers’ general attitudes towards NCEA changes, their equity-related attitudes towards NCEA changes, and their working experiences (morale and workload views). The participants were 749 teachers from Years 9-13 and Years 7-13 English medium secondary schools who completed our national surveys. Data were analysed quantitatively through descriptive and exploratory techniques. Results suggested a positive association between a perceived culture of ongoing PLD in schools, and teachers’ general attitudes towards NCEA changes. Teachers who reported positive attitudes towards the NCEA changes in general, were more likely to understand how these changes can improve outcomes for Māori learners, Pacific learners, and those with disabilities and who need learning support. In addition, a strong culture of ongoing PLD was also positively associated with teachers’ morale and workload views. The study has practical implications by indicating how teachers can be better supported to enact educational changes in Aotearoa New Zealand.

Downloads

Download data is not yet available.

Author Biographies

Mohamed Alansari, New Zealand Council for Educational Research

Mohamed Alansari is a senior researcher at the New Zealand Council for Educational Research, and an honorary academic at the University of Auckland’s Faculty of Education and Social Work. His research focuses on institutional and classroom practices that impact the social and academic trajectories of student learning. Dr. Alansari leads NZCER’s National Survey of Schools project, which has been instrumental in providing advice to the sector on the impact of educational reforms on teaching and learning over time.

Mengnan Li, New Zealand Council for Educational Research

Mengnan Li is a researcher at the New Zealand Council for Educational Research. She has experiences in providing quality research to support the development of innovative, international best-practice teaching and learning frameworks which drive equitable outcomes for all learners. Dr. Li explores educational issues from a social-psychological perspective and has expertise in both qualitative and quantitative methodologies.

References

Alansari, M., Wylie, C., Hipkins, R., Overbye, S., Tuifagalele, R., & Watson, S. (2022). Secondary teachers’ perspectives from NZCER’s 2021 National Survey of Secondary Schools. New Zealand Council for Educational Research. https://doi.org/10.18296/rep.0022

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Routledge. http://dx.doi.org/10.4324/9780203771587

Evans, L. (2000). The effects of educational change on morale, job satisfaction and motivation. Journal of Educational Change, 1(2), 173-192. https://doi.org/10.1023/A:1010020008141

Fletcher, J., Everatt, J., Mackey, J., & Fickel, L. H. (2020). Digital technologies and innovative learning environments in schooling: A New Zealand experience. New Zealand Journal of Educational Studies, 55(1), 91-112. https://doi.org/10.1007/s40841-020-00156-2

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68, 99-113. https://doi.org/10.1016/j.tate.2017.08.007

Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Journal of Business Research Methods, 6, 53-60.

Jónasson, J. T. (2016). Educational change, inertia and potential futures: Why is it difficult to change the content of education? European Journal of Futures Research, 4(1), 7. https://doi.org/10.1007/s40309-016-0087-z

Kim, L. E., Oxley, L., & Asbury, K. (2022). “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-19 pandemic. British Journal of Educational Psychology, 92(1), 299-318. https://doi.org/10.1111/bjep.12450

Mboweni, L., & Taole, M. J. (2022). Understanding teacher morale among primary school teachers. International Journal of Educational Methodology, 8(1), 29-38. https://doi.org/10.12973/ijem.8.1.29

Nakagawa, S., & Cuthill, I. (2007). Effect size, confidence interval and statistical significance: A practical guide for biologists. Biological Reviews, 82(4), 591-605. http://dx.doi.org/10.1111/j.1469-185X.2007.00027.x

Pekrun, R., & Linnenbrink-Garcia, L. (2014). International handbook of emotions in education (1st ed.). Routledge. http://dx.doi.org/10.4324/9780203148211

Priestley, M., Minty, S., & Eager, M. (2014). School-based curriculum development in Scotland: Curriculum policy and enactment. Pedagogy, Culture & Society, 22(2), 189-211. https://doi.org/10.1080/14681366.2013.812137

Downloads

Published

2023-09-20

Issue

Vol. 28 (2022): New Zealand Annual Review of Education

Section

Articles

License

The Author(s) retain ownership of the copyright in the Article but hereby grant the Publisher an exclusive license to publish the article.

NZAROE gives authors full permission to deposit their articles in publicly accessible institutional repositories, providing that:

  • Articles are placed in repositories after publication.
  • Metadata about articles include the DOI and journal issue information.