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Item Understanding Indonesian primary school teachers' social-emotional practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Palmerston North, New Zealand(Massey University, 2019) Saptandari, Edilburga WulanTeaching and learning is an emotional experience and teachers play a crucial role in the nature of this experience. There is consistent evidence that shows a significant relationship between teachers’ emotion, emotion regulation and social-emotional skills, and students’ emotional, social and academic outcomes (Jennings & Greenberg, 2009). However, little is known about teachers’ emotional style, especially in an Indonesian context. This thesis aims to explore the underlying dimensions of the Indonesian primary school teachers’ socialemotional practices. A mixed-methods research design was employed. The first, qualitative research phase was conducted using classroom observations, focus group discussions and individual interviews. Twelve Indonesian primary school teachers who were nominated as having excellent social and emotional skills and 45 students were recruited for this phase. The observation notes and teachers’ and students’ statements were transcribed verbatim. A thematic approach was used for data analysis. Key emergent themes included teachers’ relational philosophies about their work, teachers’ sense of duty to nurture students, teachers’ strategies to regulate their emotions and teachers’ attempts to establish classroom harmony. Based on the findings of the qualitative phase, two separate measurements to assess teachers’ social-emotional practices called Teachers’ Social-Emotional Practices – teachers’ perspectives (TSEP-T) and teachers’ social and emotional practices – and Students’ Perspectives (TSEP-S) were developed. Subsequently, in Study 2, multidimensional scaling and hierarchical cluster analysis were applied to the data to produce visual representations of the structure of teacher-perceived and student-perceived teachers’ social-emotional practices. In Study 3, the nature of teachers’ social-emotional practices was further investigated by administering TSEP-T to 90 teachers and TSEP-S to 333 students. From teachers’ data, five highly applicable clusters of social-emotional behaviours across five style patterns were identified, while from students’ data, eight highly applicable clusters of teachers’ social-emotional behaviours across ten style patterns were identified. Finally, the associations between the identified clusters and styles with a student-teacher relationship, student connectedness and wellbeing were explored using ANOVA. The findings across three phases of the study showed the Indonesian teachers’ social-emotional practices as comprising relational philosophy, emotional relationship, nurturing, emotion regulation and classroom harmony dimensions. The resulting dimensions were visually represented using “a jasmine flower” model, which allows this model to be discussed and expanded. Findings are compared and contrasted with existing literature and discussed with regard to the potential usefulness of teachers’ social-emotional styles for enhancing the teacher-student relationship, student connectedness and wellbeing. Implications based on these findings are considered for researchers and educational providers who together share responsibility for improving teachers’ social-emotional practices in primary classrooms.Item Primary teachers' knowledge, beliefs and perspectives on the practice of mindfulness in schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology in Education at Massey University, Manawatū, New Zealand(Massey University, 2018) Kenwright, DebbieYouth mental health and wellbeing is a complex issue which requires prevention strategies from early childhood through entry into adulthood. Schools are well positioned to promote and develop student’s overall capacity for wellbeing and have a responsibility to do so. Mindfulness has been identified as a potential practice to support the development of wellbeing and human flourishing in both clinical and non-clinical settings. There is an increasing body of research which has found mindfulness-based interventions to have positive effects on human wellbeing and academic achievement as well. Mindfulness practice also develops an attitude of acceptance which fosters equanimity, creating space for reflection and perspective taking; allowing for self-acceptance and greater awareness of self and others. Increasingly mindfulness skills and capabilities are being fostered through mindful-based programs designed for school curriculums. The aim of this study was to gain a greater understanding of primary teachers’ knowledge, beliefs and perspectives about mindfulness in schools. Specifically, this study aimed to capture primary teachers’ views who have not yet been involved in the training or implementation of a formal mindfulness school based program. Placed within a constructivist epistemology this study included 45 participants (n=45) who completed an online survey. The survey was designed using mixed-method research methodology to gather teacher perspectives. Results revealed most primary teachers in this study were prepared to implement mindfulness in schools, and believed schools should be providing mindfulness programs. The results of this study indicate that the implementation of mindfulness in schools is both supported by teachers and viewed as feasible to implement in primary settings. Teachers understood some of the ways in which mindfulness promotes and develops valuable life skills for students in relation to improving their mental health, building individual capacity for coping, and being resilient, and improving student’s overall well-being. Implications for schools and teachers interested in beginning a mindfulness programme at primary school are discussed.Item Teachers’ perceptions of their ongoing implementation of the Incredible Years Teacher Classroom Management Programme : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Albany, New Zealand(Massey University, 2018) McGovern, EvanniChildren’s challenging behaviour has the potential to have long-term and widespread detrimental impacts on their academic success and wellbeing (Church, 2003). In order to manage and prevent the occurrence of challenging behaviours, teachers require evidence-based strategies that are culturally responsive. The Incredible Years Teacher Classroom Management programme (IYT) is an example of teacher PLD and a programme to be implemented to manage challenging behaviour. This research focused on exploring teachers’ perceptions of their ongoing implementation of IYT, with particular focus on the supports and barriers for IYT’s sustainability, and the cultural responsiveness of IYT to the New Zealand context. The study employed a qualitative approach, gathering data through semi-structured interviews with five teachers. Through the thematic analysis, the supports and barriers to teachers’ ongoing implementation of IYT were identified, along with the positive outcomes of IYT. The main findings showed that teachers were positive about IYT overall, and universally felt it aligned with their values, and their schools’ culture. The teachers felt supported by their peers and other professionals, particularly in the collaborative context of the Modern Learning Environment (MLE), and by the Positive Behaviour for Learning (PB4L) framework (Ministry of Education, 2015b). Additionally, the findings also provided in-depth and unique examples of how teachers were able to reflect on their practice to ensure they were continuing to use IYT in a culturally responsive way.Item "Teacher, what do you want to be when you grow up? : a case study of career development in a New Zealand primary school : a thesis [i.e. research report] submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University(Massey University, 2002) Bathurst, Maree GraceWith the introduction of Tomorrow's Schools (New Zealand Government, 1988), a national appointments structure for teachers was removed by the Ministry of Education. The researcher was interested in investigating how teachers planned their careers, in the post 1988 era, and if there were any significant differences in career patterns between genders. Factors influencing teachers' initial choice of vocation, as well as positive and negative career motivations were also identified. The research methodology selected by the researcher was that of case study, and was conducted in my current school. Questionnaires provided the initial source of quantitative data. Interviews and field notes provided a wealth of qualitative data. The researcher was a participant observer and as Associate Principal had considerable tacit knowledge about the staff and current school policies. The research results identified four central themes; positive motivators for teaching, negative factors impacting on teachers, gender issues, and career planning methods. Positive motivators were all intrinsic in nature. A desire to work with children was the main reason respondents identified as the most important reason for choosing teaching as their first career. Significant positive career motivators included the teachers' own confidence and ability, desire for involvement in decision-making, and the need for change or greater motivation. External motivators such as salary or qualifications ranked the least important. The overriding importance of balancing home and school, family commitments, location and travel factors, and significance of holidays were key factors identified as negative influences on career planning or potential career barriers. A surprising factor in the study was the lack of significant differences in the career planning between male and female. In comparison the more relevant dimensions of differing career motivations based on women's age, generation, and family commitments were of far greater significance to the final research. Career planning is occurring in a variety of ways, the most significant identified by teachers was the support given by a role model or mentor, and career planning conducted at appraisal interviews. Issues identified in the discussion also address the importance of career planning, and whose responsibility it should be.Item Professional science knowledge and its impact on confidence in the teaching of earth science : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand(Massey University, 2002) Haig, Aidan BruceThis study focused on the nature and parameters of the relationships between the professional science knowledge of primary and intermediate teachers and their confidence in teaching in the Making Sense of Planet Earth and Beyond strand of Science in the New Zealand Curriculum (earth science). The study was divided into two phases of data collection. The first phase used a questionnaire survey of 18 teachers from the Taranaki, Wanganui, Manawatu, Palmerston North and Horowhenua districts of the western and central North Island of New Zealand. The survey identified the influence of the relationships between the participants' backgrounds in earth science, their professional knowledge frameworks and their efficacy to teach earth science. The second phase of data collection builds on the trends and common themes identified in phase one. Data were collected in the second phase through interviews of four teachers selected from phase one participants. Analyses of the data collected revealed the importance of maintaining a well-developed understanding of the subject matter when teaching earth science. Subject matter knowledge has a notable impact in teachers' efficacy beliefs and ability to translate content into teachable material. Findings support pervious researchers' conclusion that teachers with high self-efficacy have had a long interest in science and a relatively strong background of formal science studies with opportunities for exploring science in informal settings. Results indicate that effective earth science teachers possess a genuine interest and enthusiasm for earth science. Conversely, teachers with relatively little earth science background display less developed knowledge frameworks and weaker efficacy beliefs. Common indicators of these weaknesses include avoidance of earth science topics in general or use of 'shallow' teaching strategies such as transmission approaches or 'resource based' units. In some cases it appears that teachers' confidence in their ability to teach earth science may be misplaced. Results indicate that in some cases, teachers can use their considerable classroom skills to avoid confronting earth science concepts where their knowledge is inadequate. The implications for these findings are considered.Item The personal and contextual factors influencing teacher agency and self-efficacy when planning and implementing individual education plans : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Palmerston North, Manawatū, New Zealand(Massey University, 2016) McKay, Stephanie Elizabeth MaryThere is an increasing amount of literature that examines how teacher agency and self-efficacy influence inclusive education. Research demonstrates that when teachers feel confident in their capabilities, they are capable of actions that allow them to teach in a more inclusive manner. Individual Education Plans (IEPs) are one tool teachers can collaboratively use to support students with disabilities to access the curriculum. This study explores the personal and contextual factors that influence teacher agency and self-efficacy when planning and implementing IEPs by using a mixed-methods explanatory-sequential design. Participants were 42 primary school teachers without positions of senior responsibility, from the North Island of New Zealand. Each teacher had participated in at least one IEP in the last twelve months. Phase one employed an e-questionnaire, followed by four semi-structured interviews in phase two. The e-questionnaire measured participant’s perceived self-efficacy, and examined their perceptions of the IEP process, and experiences of professional learning and development (PLD) related to the planning and implementation of IEPs. Face-to-face interviews explored and expanded on phase one themes. Results demonstrated that a number of personal and contextual factors influence teacher agency when planning and implementing IEPs. Strong pedagogical knowledge, teaching experience, the ability to form collaborative relationships, and understanding the teacher’s role in an IEP team were required for teachers to experience enhanced self-efficacy and agency. Having collaborative relationships within the IEP team, time, and inclusive school policies were contextual factors that enabled and inhibited teacher agency and self-efficacy. While the majority of participants had not received PLD relating to planning and implementing IEPs, they identified that efficacious PLD would need to be specific and needs-based, collaborative in approach, expert facilitated and readily available to enhance teacher self-efficacy and enable agency when planning and implementing IEPs. Primary teachers in New Zealand would benefit from school management providing teachers with increased PLD on the use of IEPs and inclusive education, if they are to experience high self-efficacy and achieve agency when planning and implementing IEPs for students with disabilities.Item Teacher selection : a Delphi investigation : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University(Massey University, 1986) Batchelor, Julian PeterThis study used the Delphi Technique to investigate weaknesses of Division "A" (primary) teacher selection procedures in New Zealand. Some of the major criteria on which New Zealand Division "A" (primary) teacher candidates are selected are: a] Personal qualities overt (e.g. sense of humour) b] Personal qualities covert (e.g. initiative) c] Academic ability (including communication skills) d] Involvement (e.g. with children) A review of the literature as it relates to these criteria revealed: 1] The existence of apparent discrepancies between candidates' academic ability and intelligence and their success in teaching. 2] The personality traits and characteristics of teachers on entry to training show no consistent relationship with success in teaching. 3] The criterion of experience with children (involvement) is based more on common sense than research evidence. The results of the three round Delphi confirm and extend the findings of the review of the literature by indicating that there are eleven major and significant weaknesses in Division "A" (primary) teacher selection procedures in New Zealand. In this light and in the context of recent overseas innovations in teacher selection, the present study concludes by making eight recommendations for change.Item Factors that influence teacher appraisal in primary schools : making appraisal meaningful for teachers : a thesis presented in partial fulfilment of the requirements for the degree of Doctorate in Education at Massey University, Palmerston North, New Zealand(Massey University, 2015) Offen, BilindaResearch from a range of countries revealed commonalities in how teachers perceived appraisal. It was common that teachers viewed appraisal negatively, and that appraisal was a process teachers completed because it was mandated to do so. In order to present a solution to the negativity that is often associated with appraisal, this study investigated teachers’ perceptions of the appraisal process in relation to the purpose of appraisal, the impact of appraisal on student learning outcomes and how appraisal can lead to improved teacher practice. The roles of communities of practice, reflective practice and the impact of leadership on the appraisal process were examined. The key component of effective appraisal was identified as being a quality relationship of teaching colleagues within a school. A school that incorporated improved student learning outcomes through improved teaching practice as a key objective of their appraisal process was examined in depth. This case study illustrated how an effective and purposeful appraisal process resulted in empowered teachers, which led to a positive impact on student outcomes. The overall findings of this study reveal that there are a set of conditions that need to be embedded into a school’s culture before appraisal can become meaningful. In order for a school to develop an effective appraisal strategy, these conditions must be inherent in the school culture. A four-step process for establishing the conditions is offered, followed by a suggested cycle of appraisal. However, the cycle would be ineffective if the conditions for effective appraisal were not embedded into the culture of the school first.