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    Barriers and enablers for school leaders implementing PB4L Tier 2 with fidelity in New Zealand secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Educational Administration and Leadership Subject at Massey University, Manawatū, New Zealand
    (Massey University, 2019) Andrews, Stephanie Tania
    This thesis explores the barriers and enablers to implementing Positive Behaviour for Learning (PB4L) Tier 2 with fidelity in New Zealand secondary schools. PB4L was introduced to New Zealand schools in 2010. It provides a framework that schools use to guide the implementation of evidence-based practice with the goal of reducing problem behaviour and providing a positive school culture. With a focus on evidence-based practice, fidelity of implementation is a core principle of PB4L. PB4L consists of three tiers that provide a continuum of behaviour supports for students. Tier 2 of the continuum targets approximately 15% of students within a school and offers small group response before students develop habitual patterns of behaviour. This mixed method, sequential explanatory design was conducted in two phases. In Phase I a quantitative survey was administered to principals and Tier 2 team leaders in New Zealand secondary schools. This was used to identify the extent to which schools were implementing Tier 2 interventions within their school, and to the identify barriers and enablers schools were experiencing in implementing PB4L Tier 2. In Phase II qualitative data was collected through semi-structured interviews with PB4L Tier 2 team leaders who had a wide range of experiences in the implementation of PB4L Tier 2, adding depth of explanation to the quantitative data. A number of barriers and enablers were identified, often the barrier or enabler was a different side of the same coin. Key enablers that emerged from this mixed methods research included the facilitation of shared learning between secondary schools, schools establishing strong external relationships with outside agencies, and proactive school leadership. Significant barriers included the time investment required to achieve ‘fidelity’ in interventions, efficient access to data, the complexity of the secondary environment and the limited range of easily resourced evidence-based interventions for use in a secondary school context.
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    High school teacher motivation to engage in continuing professional development (CPD) : a mixed method research study : a thesis presented in fulfilment of the requirements for the degree of Doctorate of Philosophy in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2019) Alghamdi, Yahya
    Numerous studies have confirmed that continuing professional development (CPD) is a significant contributor for improving teacher effectiveness. A number of studies also emphasise that teacher motivation to engage in CPD is critical in order to achieve the desired goals of CPD. However, investigations of teacher motivation to engage in CPD is scarce in the literature, particularly in Saudi Arabia. Therefore, this study attempts to address that gap by exploring the motivation of high school teachers in Saudi Arabia to engage in CPD. In addition, the study aims to investigate what influences teacher motivation to engage in CPD. The study adopted a mixed methods research (MMR) approach for collecting and analysing the data. Specifically, it used a sequential explanatory design that starts with a quantitative phase followed by a qualitative phase. To collect the quantitative data, an online questionnaire designed in Google Forms was used. The total sample of online questionnaire participants comprised 425 high school teachers from throughout the country. For the qualitative phase, 29 high school teachers who lived in Jeddah made up six focus groups comprising up to 5 teachers per group. The findings showed that high school teachers were motivated to engage in CPD. Moreover, they highly valued CPD for their professional development. The findings also identified 48 influential factors that highly enhanced teacher motivation to participate in CPD. These factors were organised into four categories: government and policy, school, CPD and personal factors. Based on the findings from the study, a conceptual framework was developed that has the potential to contribute to the knowledge base on teacher motivation to engage in CPD. In conclusion, the study made recommendations that can assist stakeholders to ensure that teachers are motivated to engage in CPD, as well as providing some suggestions for future research.
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    Project-based learning in the NCEA context : the benefits and constraints of cross-curricular implementation of project-based learning in New Zealand secondary schools : a thesis presented as partial fulfilment of the requirements for the degree of Master of Education, at Massey University, Manawatu, New Zealand
    (Massey University, 2019) Hamilton, Catherine
    Project-based learning (PBL) has been described as a future-focused learning strategy that helps to address the challenge of equipping young people with 21st century capabilities needed for a rapidly changing future. However, PBL is not commonly utilised at the senior National Certificate of Educational Achievement (NCEA) level, even though this is a crucial time for learners to prepare for a world beyond school. This thesis examines how New Zealand secondary schools could implement cross-curricular PBL in the NCEA context, what benefits and constraints there may be from a teacher and student perspective, and whether there are differences in perspectives regarding PBL in students with different levels of motivation. The research design utilised a mixed method, multiple case study approach, where both quantitative and qualitative data was collected from three case study schools who currently use PBL at the NCEA level. Both teacher and student perspectives were gathered by an online survey in phase one of the study, followed by purposeful sampling of participants in phase two to further explore their perspectives using a semi-structured individual or focus group interview. The research findings indicate that PBL can be successfully implemented in the NCEA context, provided key design features are in place. These include developing a strong PBL design framework, ensuring that projects have authentic purpose beyond the classroom, and fostering connections with community partners. There are clear potential benefits in engaging senior students in opportunities to participate in projects. Engagement in learning can be increased, 21st century capabilities developed, and self-regulated learning dispositions promoted. Student motivation is influenced by their ability to self-manage and they need specific pedagogical experiences that targets the development and utilisation of self-directed learning capabilities. PBL in the NCEA context is not without its challenges. These include school structural issues, the ability for schools to develop a learner-centred culture, teacher capability to project manage, and difficulties in aligning current NCEA standards with projects. This study concludes by suggesting that schools should consider implementing PBL in the NCEA context, as part of a future-focused education orientation, as potentially there are considerable benefits to be gained.
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    The professional learning landscape for teen parent educators in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor in Education at Massey University , Manawatū, New Zealand
    (Massey University, 2018) Wood, Johanna Julene
    Teen Parent Units (TPUs) are a unique context in the New Zealand educational system. The purpose of this study was to explore the professional learning landscape for teen parent educators in New Zealand, using the qualitative in-depth case studies of three TPUs. Drawing on the theoretical framework of complexity theory and interpretative phenomenological analysis (IPA), the study provided a rich description of practice and teachers’ perceptions of their professional learning experiences, opportunities, and practice. The study considered teacher professional learning using three recursive subsystems: the teacher subsystem, the context subsystem, and the activity subsystem, to develop a more nuanced understanding of teacher professional learning in the teen parent context. Listening to educators in this space revealed that not only is professional learning a complex system but also proposes that a fourth subsystem—the student subsystem—is needed to understand the professional learning landscape in this space.
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    Developing teacher-led professional learning in a Tanzanian secondary school : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2018) Mwakabenga, Rehema Japhet
    The competence of Tanzanian teachers, as in other countries, depends on high quality and widely available ongoing professional learning opportunities. Currently, in Tanzania, provision of professional development for secondary teachers is inadequate and sporadic. This study explores the complexities of teacher-led professional learning in the context of a Tanzanian secondary school and as such, provides a nuanced model of how teachers can develop a sense of agency of their own professional learning. Firstly, this study investigated how Tanzanian secondary school teachers perceived and engaged in school based professional learning. Practice changes made by teachers and their understandings of school-based professional learning are then examined as they engaged in an inquiry and knowledge-building cycle. The factors that constrained and enabled teachers to engage in this school-based professional learning are also analysed. An embedded mixed action research was conducted in two phases. Phase One survey data revealed that teachers were not satisfied with the quality of their existing professional learning and that they wanted to engage in more learning. When four teachers in one secondary school were assisted to engage in a series of inquiry cycles, as a means to engage in effective professional learning, they demonstrated varying degrees of change in their practices. These transformations were primarily related to implementing new pedagogies based on their students’ learning needs and reflecting on their professional learning. This shift in practice was associated with the teachers’ changes in their understanding and valuing of teacher-led professional learning and distinguishing this from previous external training that lacked relevance to their teaching situations. Lack of learning materials and funds were found to be critical barriers that constrained their engagement in professional learning. Established support systems enabled the teachers to strengthen their collaborative learning practice and their understanding of ways to engage in their own professional learning. The findings revealed the teachers’ developing capacities to carry out professional learning and to own and manage it themselves. The changes shown by teachers in this study suggest that teachers can initiate and collaborate in effective professional learning if they are supported to do so. This study contributes to understanding of Tanzanian teacher engagement in professional learning, especially in poorly resourced schools. Based on these findings, implications and recommendations are made to develop teacher-led professional learning in Tanzania and similar jurisdictions.
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    Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology
    (Massey University, 2017) Attwood, Sophia
    The exclusion of students who experience disability is a social justice issue that persists in New Zealand despite efforts to establish a fully inclusive education system. Although there has been some research into the teaching of inclusive practice in initial teacher education (ITE) in New Zealand, little research examining beginner teachers’ feelings of preparedness for inclusion has been undertaken. This mixed-methods study investigated the role of ITE in preparing beginner, secondary school teachers for including diverse groups of learners by capturing their experiences of ITE and early career. Phase one involved an online questionnaire to secondary school teachers in the first three years of their career. Phase two involved conducting four follow-up interviews exploring salient findings from the questionnaire. The findings of this study suggest that while ITE recognises the diversity of the classroom, it falls short when it comes to the pragmatic implications for teaching and learning. The vast majority of participants felt their ITE did little or nothing to help them develop their knowledge of legislation and policy as it relates to inclusion. Two-thirds of participants felt that their ITE did little or nothing to help them develop their knowledge of supports available for students who experience disability while the majority had little to no experience teaching such students on practicum. Teachers’ sense of preparedness to include learners varied significantly according to their personal connection with a person with a disability. Several key themes which align with literature in the field of teacher education for inclusion emerged, namely: knowledge about, and understanding of inclusive pedagogy; lack of focus on legislation, policy and human rights; lack of focus on collaborative practice; and beginner teachers not identifying as lifelong learners. Research-driven practices that are beneficial in preparing teachers to make socially just decisions are discussed in light of the themes. These include: (1) critical reflection about experiences gained during practicum and service-learning opportunities; (2) explicit teaching of human rights; (3) explicit teaching about effective collaboration with professionals, teacher aides and whānau.
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    The lives and careers of female teachers in a rural New Zealand secondary school : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2017) Bucknell, Miriam Ruth
    This study explored the lives and careers of six female secondary school teachers who have worked in the rural secondary school, Central Hawkes bay College. The study used an overarching method of life history. The data which formed the basis of this research were collected via semi structured interviews with the six interviewees whose careers span from 1960 to the present day. The women reflected on their time teaching at Central Hawkes Bay College and described their experiences through the use of narrative and personal anecdote. This thesis explores the lives and careers of these women in relation to their experiences living and working in a rural community. The discussion focused on; their initial arrival in the community, their sense of belonging both in the community and at school, the private public nature of teaching in a rural community, the impact of both teaching, and specifically teaching in a rural community, had on their family life, factors relating to NCEA, and the emotionality of teaching. The main findings from this study discussed the evidence gathered on feelings of belonging on arriving in a new community, It identified the respect and care experienced by the six teachers, and the intersecting of both their private and public lives, both in a positive and negative way. Interviewees discussed the challenges associated with moderation and learning opportunities, and, increased workload generated by NCEA in a rural secondary school. Also acknowledged and discussed was the role emotionality plays within teaching, specifically within different career stages.
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    Being lesbian : a barrier in employment in New Zealand secondary school? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University
    (Massey University, 2003) Bartlett, Carol
    This thesis investigates the perceptions of secondary school teachers who are lesbian, specifically their perceptions of how sexual orientation affects their appointment to positions and also affects their promotion within New Zealand schools. A postal questionnaire was used to collect both quantitative and qualitative data from 67 self-selected participants. Their responses form the basis for the research findings. These responses are considered using various perspectives but mainly those of lesbian feminism. The research reveals that, even when it is illegal to discriminate in employment on the grounds of sexual orientation, many participants perceive that there are barriers to their appointment and promotion based on sexual orientation. This is particularly so in schools which serve small urban and rural areas. It is also so in schools of special (religious) character, which are exempt from the legislation. The study also highlights the many ways that teachers who are lesbian manage their sexual identities within their workplaces Based on these findings, recommendations for using this study, and for change, form the final section of this thesis.
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    Problems in promoting the professional development of staff in New Zealand secondary schools (a prima facie study) : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University
    (Massey University, 1988) Cardno, Carol E M
    This study examines the problems which exist in promoting the professional development of staff in New Zealand secondary schools. It has been approached as a first phase study to establish an initial knowledge base in a field which has not hitherto been the subject of wide research in New Zealand. The introduction clarifies the use of the term 'professional development' in the context of this study and a review of overseas literature draws attention to themes and developments common to this field. An overview of the structures and the systems used to provide and promote professional development and the listing of current provisioning for professional development opportunity lead to a multi-disciplinary analysis of data as a comment on the state of the art in New Zealand. A study fellowship to Australia in 1986 enabled comparative research to be conducted and alerted the author to some of the problem areas in this field in New Zealand. The study concludes with the suggestion of tentative solutions to resolve problems identified in this phase of the research. It recommends that further research at a later stage be undertaken to eliminate error from conjectures made in the concluding chapter of this study.
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    Discourses of difference : a study of how secondary school teachers and administrators position sexual diversity in the context of school : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education Administration at Massey University
    (Massey University, 2000) Shaw, Cynthia Isabel
    This is a study of how New Zealand secondary school teachers and administrators (defined as senior managers and school trustees) position people and issues of sexual diversity in their schools. New Zealand and overseas studies have reported that gay, lesbian and bisexual young people and teachers experience damaging effects of heteronormative discursive practices that prevail in schools. While there are some successful overseas models for intervening in schools to make the environment safer for lesbian, gay and bisexual students and teachers, such as the Massachusetts Safe Schools Project (1993), no studies have investigated how New Zealand teachers and administrators think and feel about sexual diversities. Such information is important if change strategies in New Zealand schools are to be successful. This study uses a feminist poststructural framework to explore this issue through identifying and analysing the discourses that are constraining and / or enabling teachers and administrators to address the discriminatory practices in their schools that affect lesbian, gay and bisexual students and teachers. A survey questionnaire, with some closed but mostly open questions was used in ten secondary schools of differing types in mainly urban settings. Among the more open questions, participants were also asked to respond to a set of 'Scenarios' as a means of gathering data for a discourse analysis. The research identified that while liberal humanist discourses of individual rights were defining and limiting possibilities for professional interventions, 'othering' and minoritising discourses of homo/sexuality as essential difference were also leaving the privileged status of heterosexuality as unproblematised. A majority of the respondents perceived that gay, lesbian and bisexual students, but not teachers are adversely affected by heteronormative practices in their schools, and a majority believed their schools were not doing enough to address this issue. Increased visibility of sexual diversity in the curriculum was the most cited suggestion for action in their schools. Recommendations are made to capitalise on these findings and understandings so that sensible steps can be taken to intervene in the professional practices in schools to make school a safe and rewarding experience for all students.