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    The amalgamation of secondary schools : a case study of amalgamation culture shock in a rural New Zealand Catholic community : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Administration at Massey University, Palmerston North, New Zealand
    (Massey University, 1999) Hills, Madeleine Claire
    This case study examines the process which led to the formation of Chanel College by the amalgamation of St Bride's and St Joseph's colleges in 1978. From 1970 - 1999 a radical restructuring of Catholic secondary education in New Zealand resulted in the closure of twelve single sex secondary schools for girls and the amalgamation of twenty-six secondary schools. Chanel College was the first New Zealand Catholic secondary school to bypass the co-institutional transitional phase of amalgamation and to be a co-educational college from its beginning. As time passes there is the possibility that important understandings that were part of the history of the merger might be lost and stakeholders in each of the merging organisations might feel that their own roots and mission have not been given enough recognition and respect in the new organisation. The community which provides the focus of this case study had experienced a long period of stability followed by years of rapid cultural, educational, and leadership change. The tortuous progress of amalgamation for the Catholic community in the Wairarapa provides an ideal opportunity to examine the importance of leadership and process in the management of significant educational change. The importance of managing the culture shock of amalgamations is often underestimated or overlooked. This form of culture shock involves the confusion, disorientation and severe emotional stress associated with moving from a familiar culture to one most unlike the old environment. If this management issue is not addressed effectively there can be a significant area of 'unfinished business' which leaves a bitter legacy for a new school struggling to create an accepted culture of its own. The stakeholders also find themselves involved in a situation which is often not of their choosing where they face the often unwelcome task and ongoing process of creating a new culture where the unconscious taken for granted beliefs, thoughts and values which had provided the foundation for the merging schools must be revisited until a new culture develops which is accepted by the new community as appropriate to its needs. In the Conclusions and Recommendations section the stakeholder and community management issues often encountered in the amalgamation process are summarised and management recommendations are made and solutions proposed.
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    South Korean teachers' social-emotional practices and their association with student connectedness : a thesis presented in partial fulfilment of the requirements for the degree of Master in Educational Psychology at Massey University, Distance Learning, New Zealand
    (Massey University, 2016) Han, Sharon
    Teachers’ social-emotional practices provide a promising avenue for fostering student well-being, particularly in countries such as South Korea where students experience disproportionate levels of stress. Little research has been conducted on teachers’ social-emotional practices internationally, and even less in the South Korean context. In the present research, two studies were conducted with South Korean middle-school students to explore Korean teachers’ social-emotional practices as perceived by students. Data were used to explore the underlying structure of students’ perspectives of teacher behaviours and group these behaviours into cohesive domains and profiles. A refined 88-item version of Harvey et al.’s (2003, 2012) teacher social-emotional behaviour inventory was used. In Study one, 30 students completed a card-sorting task where they sorted 88 social-emotional behaviour items according to perceived similarity. Multidimensional scaling and hierarchical cluster analysis were applied to the data to produce visual representations of the structure of student-perceived teacher social-emotional practices. In Study two, 222 Korean middle-school students completed a rating task wherein they rated the extent to which they perceived their teacher to engage in each of the 88 social-emotional behaviours. A connectedness questionnaire assessing student feelings of connectedness to their teacher, school and peers was also completed. Application of Horn’s parallel analysis and rotated factor analysis on student rating data revealed five factors or themes of teacher social-emotional behaviours, interpreted as Social-emotional coaching, Relationship-building, Classroom and emotion management, Attitude to teaching, and Emotional transference. Then, factor analysis and Q-factor analysis were applied to identify profiles, where each profile represented a group of students who reported similar patterns of teacher behaviours for their homeroom teacher. Hierarchical cluster analysis and k-means cluster analysis were further applied to refine profiles by optimising case assignment to profiles. The resulting eight profiles were labelled: Enthusiastic Manager, Disengaged, Job-focused, Indifferent, Coach, Assured Coach, Transparent Manager, and Relationship-builder and Coach. Finally, the associations between the identified factors and profiles with student connectedness were explored using ANOVA. Results are compared and contrasted with existing literature and discussed with regard to potential usefulness of teacher social-emotional factors and profiles for enhancing student well-being.
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    The impact of an international unit on a school culture : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University
    (Massey University, 2002) Hegarty, Terrelle Ann
    This thesis presents a single site case study that investigates the impact of an international unit on the organisational culture of a Catholic Girls College in the city of Christchurch, New Zealand. Four main data collection procedures were employed in this study to obtain relevant material useful for describing the school culture and for identifying any apparent changes to the organisational culture between 1996-2002. Statistical searches, document searches, on-site observations, and interviews occurred at various times throughout the school year. Incoming data was analysed to search for emergent themes consistent with the literature. Results from the study relate to identifying demographic patterns, describing the school culture, examining and describing the cultural change process and describing the corresponding impact on the culture elements of this school community. Two basic directions underpin this study. One is concerned with the intangible and tangible manifestations within the school culture that have been subject to change, and the other with the implications of change on the members of the school community. The examination of cultural elements was aligned with the framework of school culture provided by Beare, Caldwell & MilliKen (1989). A school culture model is provided to give insight into the main cultural characteristics of Villa Maria College. A second culture model, the Change Wave Process Model is introduced as an analysis framework for a selection of cultural change examples applicable to the development of the international unit at this school. This study has revealed that a school is a culturally unique learning organisation that is directly, indirectly or unconsciously changed by people for the purpose of providing positive impacts on the people and the organisation as a whole. The major outcomes from this study indicate that the development of a new international unit at Villa Maria College has produced a number of positive and negative interactive forces that have in various ways impacted on the organisational culture. The changes that have occurred since 1996 as the international unit has grown and became established have affected the composition of a number of cultural elements that lie at different levels within the school organisation. The surface manifestations that are obvious in physical features or human interaction patterns have been further enhanced as new staff roles and responsibilities, rituals, ceremonies and symbols have been introduced with the formation of the international unit. The subsurface manifestations such as the values and the underlying assumptions of the school have also been subjected to change though to a lesser degree. A broadening assumption base has appeared in the most recent decade as the school has introduced new policies and programmes in an attempt to meet the standards set down in the national policy and curriculum frameworks relating to the education of international students. As a result key values such as equality, social justice, appreciation, tolerance and respect have been openly expressed and accentuated with the introduction of this new group to the school. The study concludes with an action-based model that encourages members of the various cultural units of this organisation to be involved in ongoing critical cultural evaluation activities that enable members of the school to inspect cultural change processes in the future.
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    An ethnographic study of two schools : some aspects of school culture and the significance for change : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University
    (Massey University, 1989) Poskitt, Jennifer Mary
    Two New Zealand schools. one primary, one intermediate are studied in depth using ethnographic research techniques. with an emphasis on observations in the field. Observations were supplemented by a survey of subils. by formal and informal interviews of people in the school community and by document analysis. The aim of the study was to understand the culture of each school, its way of life, the responses each made to change and the means each used to begin the process of school improvement. Descriptions and interpretations of the cultures revealed 'sacred values' which provide a possible key to why changes occurred. At the primary school the 'sacred value' of bilingualism is revealed. This value is supported by rituals, ceremonies, symbols, language, a priestess and patterns of behaviour within the school. Other related values are: concern for peoble, teamwork, concern for learning and teaching, openness, consultation and involvement of the kowhai School community; all incorporated within the values of positive reinforcement, flexibility and informality. Manuka Intermediate is different from Kowahi School having an overall, inspiring slogan, making manuka matter to which three main 'sacred values' are connected. The value of putting people first is shown by sub-themes of teamwork, family feeling, shared decision-making and positive reinforcement. This analysis revealed some sub-cultural groups with competing views. suggesting a site of change. The principai is shown have a key role in culture shaping and as an agent of change. Two further 'sacred values' of aiming for excellence and image building are explicatad. Incorporation of children's views is shown in the children's values of variety, choice are schoolwork. From the study of the school cultures a theory of change is derived, from which the author proposes that the changes endorse, and are compatible with the cultural themes and 'sacred values'. These cultural values are postulated to determine the pace, the process and the acceptability of types of changes. Many participants acknowledged that there had been multiple changes but found it difficult to specify them; suggesting that they had been incorporated into the 'way of life.' Changes were deemed to be largely positive, especially by informed people. Participants believed that it was mainiy children who were affected by changes. although staff and community also were affected to a lesser degree. Finally, If one goal of school improvement is an abillty to handle change (Hopkins, 1984). then, Judging from their ability to handle change and from parent perceptions, it appears that the two schools have commenced the process of school improvement. The thesis, therefore, contributes towards the understanding of the processes of school change.
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    A comparative study of teachers' sense of efficacy in low- and high-decile schools : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2013) Soupen, Rodney Allen
    Closing the gap in education between the extremes on the socioeconomic scale is the subject of much research and debate. Great emphasis is placed on the role of teachers. Teachers’ feelings of self-efficacy can be a powerful driving force behind the motivation to strive for student achievement. Various teacher and contextual variables can influence the level and stability of this efficacy. Successful experiences against challenge are known to contribute toward improving beliefs in efficacy. The concern however is the effects of unsuccessful teaching experiences and implications for student achievement. Researchers recommend a greater understanding of the contextual effects on teacher efficacy, particularly in lower socioeconomic teaching environments. Previous research has commonly investigated the effects of teacher experience, teacher attributes, and student socioeconomic status on teaching efficacy. This study positioned the classroom teacher as a participant within an educational process which functions systemically and involves various other participants. Level of teacher efficacy is viewed as an outcome of the nature of the relationships and engagements within the educational process and system. This study compared teacher efficacy beliefs and experiences between low- and high-socioeconomic teaching contexts. The qualitative data from teacher responses to open-ended questions were analysed to investigate how the variables involved in forming teacher efficacy beliefs operate and function. Convincing evidence was found to support the assertion that low teacher efficacy may be the result of system failures or shortcomings. In general teachers tended to attribute the reasons for school problems to students or factors outside the classroom. Data analysis revealed states of teacher “helplessness” against challenge which can be linked to poor relationships and communication with sources of support. Evidence was found in support of more collaborative partnerships for higher teacher efficacy and resilience against challenge.
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    An ethnographic study of school culture, teachers' job satisfaction and organizational commitment in a selected New Zealand secondary school : a thesis submitted to the Faculty of Education, Massey University for the degree of Doctor of Philosophy
    (Massey University, 1998) Mak, Joseph Tze-Kin
    This thesis describes a study of the school culture of a public secondary school for girls in a New Zealand provincial city. The main aim of this study was to investigate the relationship between school culture and teachers' job satisfaction and organizational commitment in a New Zealand secondary school. The study sought to identify the elements of school culture which have an effect on teachers' job satisfaction and organizational commitment. In particular, the study also investigated the ways in which these cultural elements affect teachers' job satisfaction and organizational commitment, and the way in which the school culture can be shaped to enhance teachers' job satisfaction and to foster teachers' commitment. The present research was an ethnographic case study in which the culture of one secondary school was studied by using the ethnographic research approach for cultural description and interpretation (Geertz, 1975). With the emphasis on participant observations in the field as the main research technique, the study also employed both formal and informal informant interviews of people in the school and document analysis as data gathering techniques. The researcher spent a substantial period of time at a selected New Zealand secondary school for a period lasting more than one school year in the field as a participant observer, observing the cultural life of the school as it took place in the participants' daily living in order to provide a "thick description" of this cultural life from the perspectives of the participants themselves (Glaser and Strauss, 1967). The concept of the interpretive paradigm (Morgan, 1980) was used to interpret the data which were gathered in the fieldwork phase of the study in order to discover the reality from the perspectives of the participants. The concept of grounded theory (Glaser and Strauss, 1967) was adopted in that there was no preconceived theoretical construct to be proved or disproved during the study (Schatzman and Strauss, 1973), but the study was guided by a selected group of relevant concepts constituting the conceptual framework for the research processes. This group of concepts included the concepts of culture, job satisfaction, organizational commitment, ethnography, interpretive paradigm, and grounded theory approach. Four cultural themes were generated in the present study which related school culture to teachers' job satisfaction and organizational commitment: 1. Congruence of school values with teachers' professional goals; 2. Mediating factors enhancing teachers' identification with the school; 3. School values and teachers' need satisfaction; 4. Mediating factors enhancing teachers' job satisfaction THEME ONE: CONGRUENCE OF SCHOOL VALUES WITH TEACHERS' PROFESSIONAL GOALS The congruence of basic philosophy and core values of the school culture with the personal needs and professional values of the individual teachers is important for the development of teachers' commitment to the school as an organization. This congruence of school philosophy and core values of the school with the personal needs, professional values and expectations of teachers fosters teachers' acceptance for the school values and their identification with the school. And this teachers' acceptance of the school values and their identification with the school is an essential condition for the development of teachers' commitment to the school as an organization. THEME TWO: MEDIATING FACTORS ENHANCING TEACHERS' IDENTIFICATION WITH THE SCHOOL The processes leading to teachers' acceptance for the school values and their identification with the school are also mediated by a number of cultural factors: a strong and positive cultural leadership; a collaborative culture with participative decision making process; and the effective means of reaching cultural consensus which include wide consultation network and open communication channels. THEME THREE: SCHOOL VALUES AND TEACHERS' NEED SATISFACTION The degree to which teachers are satisfied with their job depends very much on the extent to which teachers' personal needs as a teacher at school are gratified and their professional goals and expectations of their job are met. Teachers' personal needs, their professional goals and expectations of their job as a teacher are influenced by their understanding of the teaching profession and their perception of the roles as a teacher. And, teachers' role perception is in turn affected by the basic philosophy and core values of the school's culture. THEME FOUR: MEDIATING FACTORS ENHANCING TEACHERS' JOB SATISFACTION The processes of need satisfaction and goal achievement in teachers, as stated in Theme Three, are mediated by a number of cultural factors which can be classified into two categories: 4(a) cultural relations which include: teachers' relationships with their students, supervisors and colleagues; and 4(b) other cultural factors which include: the organizational characteristics of the school, professional autonomy, recognition of contribution and achievement and the professional support and encouragement provided by the school leaders. These four cultural themes provide answers to the following four research questions being addressed in the present study: 1. What are the elements of school culture which affect teachers' job satisfaction and organizational commitment? 2. How do these identified cultural elements affect teachers' organizational commitment? 3. How do these identified cultural elements affect teachers' job satisfaction? 4. What are the implications of these research findings for school administrators who seek to shape and sustain a school culture which enhance teachers' satisfaction in their job and their commitment to the school as an organization? The study concludes with a cultural theory of teacher's job satisfaction and organizational commitment generated from the cultural elements which were identified from the data and the cultural themes derived from the data analysis in the present study. An examination of the methodology was also considered with some directions for further study.