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    The selection of nurses : a multivariate study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1981) Gordon-Crosby, June
    Following a comprehensive review of nurse selection literature, data were obtained from four tests of personality (EPPS, WPAI, NSQ AND EPI) and one of mental ability (ACER) administered to 96 students selected for a hospital-based nurse training programme. Of the 96 students, 59 had completed two years of training and additional data were included from 37 new entrants. The scores from the variables were subjected to factor analysis and 13 factors specific to a nurse population were isolated. Satisfactory and unsatisfactory nurses were found to differ significantly on four factors. Discriminant analysis was carried out to investigate how well the factors could differentiate between the trainees who had completed two years of training satisfactorily and those who had not. Three of the four factors isolated by the factor analysis originated primarily from the EPPS with variables of anxiety from the NSQ and the EPI. The fourth factor was primarily that of conservatism. The results indicate that variables suggesting neurotic trends of personality, deference and conservatism are major factors among successful nurses.
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    Selection for teaching in Tonga and Palmerston North, New Zealand : a paper presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1986) Tongatio, Lesieli Pelesikoti
    Teacher education in the Kingdom of Tonga has undergone many changes within the last two years. New directions in teacher development have included the introduction of a three-year diploma course for training primary and secondary teachers. This paper examines teacher selection processes used in Tonga in comparison with those used in Palmerston North. Section One introduces the paper by stating the concerns and the need for the study. A brief profile of Tonga Teachers' College and Palmerston North Teachers' College is presented. The research questions and the limitations of the study are stated. Section Two discusses the researcher's preparations for the research and describes her use of selected relevant literature on teacher selection and the techniques of questionnaire and interview. A brief note on the use of qualitative research methods is followed by a discussion of data gathering activities. In Section Three, the writer examines teacher selection processes used in Tonga by presenting responses to questionnaire and personal interviews as answers to the research questions. The same is done for Palmerston North Teachers' College in Section Four. Section Five presents the writer's discussion of each area investigated by means of the research questions. Following is a brief summary of the writer's conclusions to the study. The writer concluded that teacher selection processes in Tonga were not highly organised or structured, not extensive and not systematically conducted in comparison to selection processes used by Palmerston North Teachers' College. Tongan selection panelists were not well prepared and their functions not clearly identified or defined. Secondary students lacked adequate preparations before the selection interview and all sectors involved with teacher selection lacked co-ordination and clearly examined and stated criteria. Selection of teacher trainees in Tonga could benefit by co-operation between the various church education services and government to conduct a national selection programme whereby use of recruitment officers, vocational guidance counsellors and careers advisors would ensure that the best possible potential trainees are selected for teacher education; and, that this process should be highly organised, structured, extensive and systematically conducted. The section ends with a summary of the researcher's recommendations and final comments.
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    Beginning teaching : the recruitment, selection and expectations of trainee teachers in Tonga : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Education at Massey University
    (Massey University, 1984) Tongati'o, Lesieli Pelesikoti
    It has been over a hundred years since schools were established in Tonga, yet the Tonga Teachers' College is only forty years old. Thus teacher training is still in its early stages of development. Although there has been little change within the college over this period, it is moving towards growth and development in both its academic and professional capacities. The following thesis discusses the implications of teacher recruitment, selection and training within an education system aimed at raising the quality of its standard of education. Before attempting to discuss teacher education in Tonga, the social, political and physical contexts within which education operates, must be considered. These conditions have moulded the present form of teacher education. After considering these factors in Chapter Two, Chapter Three reviews the history of the Tonga Teachers' College, in relationship to Tongan social history, its aims and objectives, curriculum content, professional development, student intake and staff appointment. This chapter includes a comparative study of teacher education in some South Pacific countries in which similarities and differences in teacher education programmes and developments are discussed. General trends and methods are highlighted when comparisons and contrasts are made with teacher education in Tonga. In Chapter Four, the researcher considers teacher recruitment in Tonga. The writer proposes that teacher recruitment should be treated as an innovative means of improving the qualities of teacher trainees. Viewed from this perspective, new developments may be quickly and effectively implemented. Vocational preferences of senior secondary school students are examined to determine whether these students place teaching highly in their career priorities. Case studies of secondary school students and untrained teachers are compiled to discover the criteria used for the recruitment and selection of teachers and to provide in-depth information about these groups, from which teacher trainees are recruited. Chapter Five contains a discussion or the expectations which teacher trainees place on their training programme, followed by consideration of the methods of training and then finally discusses evaluations made of the training programme. Case studies of second year students at the Teachers' College and. of probationary assistant teachers are used to elaborate on the extent to which some of these expectations may or may not have been realised. Chapter Six contains the writer's reflections on some problems encountered with procedures and method carried out during the research project. This is followed by a concluding commentary on the results of the study and recommendations, aimed at improving teacher education in Tonga, are made.
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    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 Peter
    This 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.
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    An evaluation of the Personality Assessment Inventory for personnel selection : a study with the New Zealand police : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 2000) Lascelles, Nick
    The Personality Assessment Inventory (PAI) was evaluated as an instrument for New Zealand police selection. Recruits (N = 127) attending training were administered the PAI, and the data used to assess reliability, validity, impact of response sets, test fairness, and utility for selection purposes. The PAI was found to be less internally consistent than in other studies, but most scales achieved acceptable alphas. The PAI showed evidence of construct validity when correlated with the NEO-PI-R. PAI scores accounted for 12% of the variance in final grade achieved during training, compared to 8% for the NEO-PI-R. Defensive responding was identified as a considerable threat to validity. Small, but significant differences were found between demographic groups on some scales based on age and ethnicity. While the PAI might be a useful addition to the New Zealand Police test battery, the presence of less than ideal reliability, possibly high levels of defensive responding, and differences between demographic groups means that hypotheses generated from test scores will need to be carefully integrated with other sources of information.