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    Mainstreaming secondary students with intellectual disabilities into regular classrooms : an investigation of the perceived training needs of classroom teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Special Education at Massey University
    (Massey University, 1995) Shimman, Peter Greville
    The New Zealand education system, like that of other countries, is currently committed to increasing the level to which students with disabilities are integrated into regular classrooms. This policy of "mainstreaming" brings regular classroom teachers increasingly in contact with students with special educational needs. Pre-service training may not have prepared classroom teachers to work with mainstreamed students. In-service training has been advocated as an effective way to address this lack of skills. The thesis uses two research methods to investigate the training needs regular classroom teachers feel they have in order to prepare them for mainstreaming. A questionnaire survey was conducted requiring secondary school teachers to indicate their training priorities for mainstreaming. A case study was conducted using progressive interviews to focus on the experiences of nine secondary school teachers during their first year of mainstreaming and particularly on changes in their perceived training needs. Results show that relatively few teachers have received training for mainstreaming, although the majority of teachers surveyed feel such training is important. Training needs were seen to fall into three main categories. Those associated with classroom management were rated as most important, followed by training areas associated with addressing individual needs. Training in theoretical issues was seen as least important. The perceived training needs of the teachers in the case study changed during the course of the year. Initially, training needs associated with classroom management and those associated with meeting individual needs were given equal priority. By the end of the year teachers' focus was on training to address the individual needs of mainstreamed students. The implications of these results on the design and delivery of in-service training activities related to mainstreaming is discussed. Teachers in the case study also raised other issues and concerns which affected the quality of the mainstream placement. In particular the concerns were related to inadequate information about the individual needs and goals of mainstreamed students and their Individualised Educational Programmes.
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    An evaluation of the teacher appraisal system in current use at Kapiti College : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University,
    (Massey University, 2000) Ryan, Peter Martin
    Kapiti College changed its teacher appraisal system over the last two years from a peer appraisal model to a hierarchical model. This research examines the reasons for the introduction and refinement of teacher appraisal in education sectors, predominantly in New Zealand secondary schools, but within the context of other English-speaking nations. A review of the literature on the topic indicates that there is a great deal of disagreement about the value of teacher appraisal, depending on the way in which teaching itself is regarded. Even for those who do recommend the use of teacher appraisal, there remains the issue of ascertaining the purposes of this appraisal. Is it possible, for example, to combine appraisal for professional development with appraisal for accountability? This literature review generated twelve research questions. A survey of the teachers employed at Kapiti College, an analysis of school documents and an interview with the principal provided the following information based on these twelve questions. Professional development was under-emphasised because of external time-constraints, due to the emphasis on remuneration. It would be relatively simple to strengthen the links between the appraisal system and professional development for individual teachers. Focus on teacher competence was generally seen as the least important aspect of the new process. However, there were some findings that indicated that teachers believed that the division between competence procedures and appraisal was not well-defined. Most teachers considered their own appraisal process to have been done fairly. Most also had reservations about how fair it would be for others. The principal and staff were all well aware of the impact of the new system on the culture of the college. Not all appraisers felt confident or well-prepared in their role of appraising others, and so there was some damage done to professional relationships. Nevertheless, there was also considerable growth for many people, with positive and focused professional discussion on matters of importance to the appraisee. It is difficult to see how an improvement in student learning could be directly ascribed to a change in teacher appraisal, because educational changes do not happen in an isolated fashion. The new principal had already begun the change process towards a hierarchical system when this change was imposed externally and accelerated. The principal regarded the change as very important. In general, the staff did not regard it as very important. Because the pace of change was accelerated on account of external requirements, the change was not managed as well as it could have been. There was a distinct difference in the knowledge of the change process between those who were appraisees only and those who were both appraisers and appraisees. A number of appraisers gained new information but most appraisees did not consider that they had learnt anything new about their teaching. A small majority of teachers considered that the time spent on appraisal was worthwhile. Summative comment. New Zealand law now requires a teacher appraisal system. There were many strengths to the system implemented at Kapiti College in 2000. Some refinements could now be made to strengthen the professional aspect of appraisal. These could include: • Discussion by all staff of the nature of teaching and, consequently, of key factors in a teacher appraisal system. • Training of appraisers in dealing with the "hard issues". • The development of stronger systems for professional supervision of teachers. These systems should be quite distinct from teacher appraisal. • Development of stronger links between teacher appraisal and individual professional development. • A change of frequency for teacher appraisal to once every two years.
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    The potential of professional learning communities for teacher learning in the community high schools in the Solomon Islands : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University (Manawatu), New Zealand
    (Massey University, 2013) Galokale, Kerryn Sogha
    The rapid growth of community high schools throughout the Solomon Islands, since the 1990s, has put pressure on the government to provide trained teachers, together with school curriculum materials and resources. Moreover, the Solomon Islands are expected to experience a shortage of trained teachers over the next decade. An effective approach that could be used to address the shortage of trained teachers is the establishment of professional learning communities. This study explores the pre-existing ‘cultures’ of teachers within two community high schools, in order to illuminate the formal and non-formal learning experiences of teachers (together with other significant contextual factors related to these community high schools), which could be built upon, to develop effective professional learning communities that would lead to quality teacher learning. This study draws on qualitative research methods and uses a case study approach. Ten teachers in two community high schools participated in semi-structured interviews and focus group discussions. A reflective journal was also used to gather data. The research question that guided the data collection was: What are the formal and informal learning experiences of teachers in community high schools that may provide the basis for developing professional learning communities for teachers’ learning? The key findings of this research include the potential teaching and learning experiences of the teachers in these two community high schools, which could be further improved, in order to develop effective professional learning communities. Shared values and norms; collaborative practices and structures; reflective practices; and a focus on student learning lend support to professional learning communities. The findings also highlight existing obstacles and hindrances to teachers’ learning experiences and practices that need to be addressed, in order for professional learning communities to be established successfully in these schools. This study suggests six recommendations for the establishment of professional learning communities in community high schools which includes: shared responsibilities; sharing information and ideas; active leadership roles; frequent departmental staff meetings; staff devotions; and support from all stakeholders.
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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.
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    Redefining appraisal : giving teachers ownership of their practice : 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, 2012) McKenzie, Janelle Deane
    Appraisal has, for many years, been seen as something ‘done to’ teachers. It has simply been that bit extra that needed to be completed each year to ensure teachers could teach one more year. It was seen as having little benefit or significance, simply being a ‘tick box’ exercise. This study aimed to change this view and give teachers ownership of the appraisal process through self-directed professional development within a collaborative and collegial environment. In doing so teachers could then claim their practice as their own. This study explores the issues with the appraisal system, the perceptions of teachers and possible solutions using action research methodology to plan, create and evaluate potential changes to the appraisal process. Throughout this process, staff at a secondary school participated in developing a shared understanding of the performance management criteria, provided feedback on the changes developed, and began the journey toward greater reflection on their practice. The main aim of this study was to create a structured portfolio that could be individualised by teachers, allowing them to take control of the process by developing their own professional development plan based on their areas of need and interest. The building in of discussion and reflection time where possible helped to reinforce improvements in practice with the aim of meeting the Ministry of Education’s focus of creating ‘quality teachers’. Integration of the New Zealand Teachers Council’s recently developed Registered Teacher Criteria created a backbone upon which the changes could be structured. This study has demonstrated that teachers can take ownership of their appraisal processes. In doing so, teachers can improve their practice and engage in life-long learning. The structured portfolio not only allows this process to occur but also enables the integration of formative and summative assessment within one system, thus lessening the amount of work necessary to meet both attestation and registration requirements. Central to this ‘new’ system is the need for it to be driven by the professional development needs of the teachers – this is the key component that enables teachers to drive the process rather than being the passive passengers of previous systems.
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    The wellbeing of New Zealand teachers : the relationship between health, stress, job demands and teacher efficacy : a thesis presented for the partial fulfilment for the requirements of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2011) Beckley, Jay
    Teacher stress is a phenomenon that has attracted a vast amount of attention over the last forty years. Historically, national and international research has demonstrated role overload and teacher efficacy have long been associated with teacher stress. More recent international research indicates increased role responsibility might also be a contributing factor. The last published New Zealand study on teacher stress was in 1996, which prompted further investigation of the factors associated with stress and extended previous research by examining the physical and mental health status of New Zealand teachers. The present study examined the relationship between physical health, mental health, stress, role overload, role responsibility, and teacher efficacy. It also examined the factors that influence stress and mental health levels. Finally, the present study investigated the prevalence of stress to determine if it has changed since the last published study. Participants were 131 teachers randomly recruited across New Zealand high schools who completed a battery of online selfreport questionnaires that measured health, stress, role overload, role responsibility and teacher efficacy. Analysis revealed the physical and mental health of teachers was no worse than that of the general population. The results of a path analysis demonstrated role responsibility and role overload directly influenced stress and mental health levels negatively. Physical health had a direct and positive influence over stress and mental health levels and teacher efficacy was found to have no influence over stress and mental health levels. Over 39% of teachers considered teaching to be either very stressful or extremely stressful. This is an increase of 13.6% from the last published study. The findings and limitations are discussed along with the implications for teachers and policy makers.
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    The secondary school teacher in New Zealand, 1945-2000 : teacher identity and education reform : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in History at Massey University
    (Massey University. School of History, Philosophy and Politics, 2005) Couling, Donald F.
    This thesis aims to show how the secondary teacher in New Zealand was constituted in discourse through an examination of two major recontextualisations of education, the changes resulting from the Thomas Report (1944), and the Picot Report (1988), and of the collective identity of secondary teachers. Both reports redirected government education policy and regulation and had fundamental implications for teachers' work and the role they were expected to play in education. Secondary teachers resisted both reforms, and in doing so they revealed elements of their conservative, pragmatic and defensive collective identity, which changed in only one significant respect in the time period considered in this study. It took twenty years before the central tenets of the Thomas Report were even close to being universally accepted. Even then, the child-centred philosophy and practice propounded by the Thomas Report, supported by the Currie Report in 1962 and supervised by the gentle discipline of the Department of Education, was likely to have been more honoured in the breach than in the observance by many New Zealand secondary school teachers. In more recent times, the 'neo-liberal', market-driven view of education and teachers, as expressed in the reforms which followed the Picot Report, were stoutly resisted despite the much more rigorous disciplinary techniques employed by the Ministry of Education. This thesis will show that the dominant discourses which constituted the secondary teacher were those of the collective identity of secondary teachers and that these effectively frustrated attempts to impose change on New Zealand secondary teachers and on secondary education.