Maintaining good working experiences in the context of NCEA changes
Enablers and influences
Keywords: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.
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
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.