Maintaining good working experiences in the context of NCEA changes

Enablers and influences




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


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.


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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.


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