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Item Teacher attentional behaviour : an exploratory study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts, in Education at Massey University(Massey University, 1977) MacLean, DouglasThis investigation reports an ex post facto exploratory study of teacher attentional behaviour, in which a number of theoretically and methodologically, but not logically, independent measures of attention were employed. There is evidence to suggest that teachers differentially distribute their attention in the classroom, and that such distribution may have implications for their pupils. The concern, however, is not only with the way in which teachers do in fact distribute their attention, but also with the factors, internal or external to the teacher, which may pre-dispose them to attend to some features of the classroom stimulus situation, and not to others. Thus, it was expected that teacher biographical; attitudinal and 'stylistic' characteristics would play a role in the structuring of teacher attentional behaviour. Furthermore, it was expected that correlations would exist between the various measures of attentional behaviour utilised in the study. All the teachers from two intermediate schools in a provincial area of New Zealand, participated in Phase One of the study, completing a Teacher Questionnaire designed to solicit teacher biographical information; several cognitive tests from the French Kit of Reference Tests for Cognitive Factors; a devised series of perceptual tasks, which required teachers to respond to a series of questions after viewing videotape extracts of teaching situations; and the Minnesota Teacher Attitude Inventory, which was included as a measure of teacher-pupil attitudes. Phase Two of the study, focussed on the 'in situ' attentional behaviour of eight teacher volunteers, who had completed all parts of Phase One of the study. These teachers were then videotaped in their own schools teaching their own classes during social studies lessons. Teacher attentional behaviour in Phase Two of the study was operationally defined in terns of teacher verbal behaviour, in interaction with their pupils. Each incident or exchange between the teacher and his pupils was coded three times, for Target (to whom was the teacher directing his attention); Function, or purpose of the interaction; and Action (the nature of the exchange). The analysis of the data revealed that there were no statistically significant relationships between the MTAI and the various attentional measures employed. Similarly, there only appeared to be chance associations between the Hidden Figures Test and most of the other variables utilised in the study, except that male teachers appeared to make significantly higher scores than female teachers. The Gestalt Completion Test, on the other hand, appeared to correlate significantly with most of the other attentional measures used (apart from the HFT), and with a number of biographical variables. Teacher 'in situ' attentional behaviour correlated with a number of biographical variables, and with the Gestalt Completion Test, but not with the HFT or the teacher responses to the video-tape extracts. The relative independence of the HFT and the GCT suggests that they may be measuring differing levels of attentional processing; a link between these differing levels of processing and attentional style is proposed and discussed.Item Identifying trades tutors' and institutions' perceptions of tutors' roles within the ITP sector : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University, Palmerston North, New Zealand(Massey University, 2008) Pritchard, ChristineSince 1984 tertiary education institutions have been subject to progressive and far-reaching change. Much of this change has been shaped by neo-liberalist agendas which espouse accountability, efficiency, responsiveness, professionalism and managerialism. This thesis looks at how these themes have shaped or influenced managerial and tutorial perceptions of tutors' operational roles, responsibilities and performance within a selection of contemporary Institutes of Technology and Polytechnics (ITP) teaching environments. Analysis of the research identifies that scant or poorly prepared institutional documentation around tutorial roles and responsibilities has contributed to uncertainty or confusion, and consequently to individuals adapting their teaching roles to suit themselves. It has also been identified that managers appointed to the pivotal role of Head of School are stretched in their ability to cope with the demands that are placed on them. This thesis suggests that the increasing responsibilities they carry for managing tutorial staff have contributed to a breakdown in workload planning and performance management processes. Managers acknowledge that further work needs to be done in defining tutors' roles, responsibilities and performance. But such work presupposes the question: how do managers and tutors perceive tutorial roles in today's ITP teaching environment? Research on this key question and associated issues provides the basis for this thesis.Item The effects of teacher attending and responding behaviours on pupil achievement : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University(Massey University, 1978) Steffens, Stephen FrederickThis thesis reports a field experiment of teachers' non-verbal attending and verbal responding behaviours and their relation to pupil achievement. It was expected that teachers who used higher level non-verbal and verbal skills would have children who achieved at a higher level. A group of fifteen teachers, five in three different schools, were video-taped at the beginning of the school year. Because all of the teachers were functioning at low levels on scales of attending and responding, one group of teachers was given ten hours of training in these skills. One other group of five teachers was given a placebo treatment and the remaining group received no treatment. All of these teachers were video-taped at the end of the school year. All of the children were tested at the beginning and the end of the school year on standardized achievement measures. Analysis of the data revealed that ten hours of training given one hour at a time at intervals of one week was not sufficient to establish average classroom conditions that were significantly different from the other experimental treatments. The trained teachers did improve in the expected direction more than the other teachers. The students of the two teachers who responded at the highest levels were compared to the students of the two teachers who responded at the lowest level. The results supported the hypothesis. From this sample of teachers those who were female, who responded to feelings, who had students from a higher socio-economic status, who were just beginning to teach, and who attended and responded appropriately had students with higher results.Item Attributes of an effective flight instructor in a university aviation degree programme : a thesis presented in fulfilment of the requirements for the degree of Master of Management at Massey University(Massey University, 2004) Murray, John MagnusThe flight instructor is at the heart of aviation practice and safety. Problems have arisen with the practice of flight instruction and it has been identified that improvements in flight instruction are required for the maintaining of good aviation practice and safety. Possible reasons for these problems are identified including the practice of flight instruction being used by newly qualified pilots as a career route towards an airline position. Two methods of evaluating teaching, student evaluations of teaching (SET) and self reports from teachers, were used in this study to investigate the perceived attributes of effective flight instructors as rated by both students and flight instructors in a university aviation degree programme. Twenty two flight instructors and seventy eight student pilots completed surveys which included questions on the importance of technical attributes, personal attributes, interpersonal skills and teaching ability for effective flight instructors. Similar to previous research, students and flight instructors perceived domain expertise (piloting skills) and being a good teacher as attributes of effective flight instructors. Traditional measures of aviation expertise, namely the number of hours accumulated by pilots - were not rated as attributes of effective flight instructors. Differences between the students and flight instructors were in the area of interpersonal skills which were rated more highly by the students. This also closely aligns with findings from the literature, especially medical studies, where the teacher - learner relationship is highly valued by medical students. General limitations and possible areas for future research are discussed. It is concluded that the findings from this study also align with the regulatory requirements for the training of new flight instructors.Item 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 AllenClosing 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.Item Exploring constraints on and support for quality teaching at a higher education institution in Malaysia : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand(Massey University, 2013) Hilaluddin, ThaharahThis thesis is an exploratory case study of one institution of higher learning in Malaysia. Teachers’ active involvement in a wide variety of quality activities raised concerns about their teaching quality. The literature review suggested that there was no universally accepted definition of quality teaching. There was also lack of a definition in Malaysian research studies and government reports. The aim of this study was to explore teachers’ perceptions of quality teaching at the case institution in order to better support the institution’s quality assurance efforts. The research questions investigated the teachers’ perceptions of quality teaching, the kinds of existing support they found helpful or needed enhancement, and the kinds of existing constraints that needed rectifying. A mixed methods approach was employed comprising teacher and manager interviews, document analysis and a teacher survey to elicit themes relevant to the research questions. The key findings were that many teachers held transmission-based teaching perceptions although some student-centred perceptions were also evident. A major constraint on quality teaching was quality assurance activities that were drawing teachers’ focus away from teaching. Other impediments included class size, poor student quality and inadequate resources. A major support for quality teaching was teaching-related courses that needed to be made more relevant for teachers of various levels of experience and provided in a more structured manner. Other kinds of support that needed enhancement included mechanisms to evaluate teaching, outcomes based education (OBE) curriculum transformation and a quality assurance framework related to OBE. Recommendations were made for institution managers and professional developers including developing and promoting a systems framework that promotes and values quality teaching as of equal importance to quality research, developing a clear articulation of the institution’s teaching philosophy, improving material resources, aligning all systems to support the shift to OBE, and providing professional development support that could expand teachers’ conceptions of teaching. Findings from the case study were discussed against the backdrop of Malaysia’s efforts to cope with global trends in higher education. Critical adaptation of Western concepts and the need to develop the nation’s own idea of quality teaching were also discussed.Item Changing our behaviours as teachers in order to meet the needs of our culturally diverse students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Teaching and Learning) at Massey University, New Zealand(Massey University, 2013) Theobald, ChristopherThis thesis is a qualitative, interpretative study, which examines the pedagogical processes that were involved in the implementation of the culturally relevant school programme – Ka Pai Kai – in order to derive a framework to guide teacher behaviour regarding future programme" implementation. The ‘oppressive’ dominant culture of New Zealand schools is acknowledged as a limiting factor in regard to success for those students who are from cultural minorities, especially Maori and Pasifika students. In order to combat this oppression, programmes are required to understand, be critically reflective, and act upon the needs of all students and their communities. I believe that the students in our schools in 21st Century Aotearoa deserve educational environments that are free of culturally biased oppression. The research centres around a physical activity and nutrition programme – Ka Pai Kai – that was used in one school to overtly increase both the cultural content and community participation. The experience of this programme was used as a focus for this research. Rich sources of data in the form of key informant interviews, individual and group staff interviews, and document analysis were used to provide a base of information that was worked through an interpretative analysis to identify recurring themes of culturally relevant pedagogy. During this research, respondents found it was useful to separate pedagogy into two clearly defined but related components: ‘Programme’ and ‘Implementation’. Previous evaluation confirmed that Ka Pai Kai was a positive example of a culturally relevant programme, therefore the focus of this research was on the implementation component of [critical] pedagogy. This research had six key findings: 1. When considering a pedagogical approach, teachers found it useful to distinguish between programme content and programme implementation 2. A set of elements was found that teachers believed/confirmed were required for successful implementation"of"culturally responsive programmes; 3. These elements had an ‘order’ in the sense that they did not all operate at the same level and there may have been a temporal sequence; 4. Each element can be explained in detail, yet they were not mutually exclusive; 5. In a small school, and in a pedagogical sense, the distinction between elements which relate to programme content and those that relate to implementation was blurred; and, 6. Teachers believed that these elements are probably transferable to other curriculum areas. The interpretative analysis identified four ‘First Order’ elements that powerfully impacted on the implementation of the programme in a manner that was culturally responsive to the needs of a diverse community. Seven further ‘Second Order’ elements were identified that either enhanced one or all of the first order elements, or stood alone as more minor contributors to successful implementation. The higher level analysis provided an insight into the role of pedagogy in the daily lives of teachers and I present my conclusions based around the need to bridge the gap between pedagogy and practice. One conclusion is the creation of a matrix to be used as a tool to alter teacher behaviour. The matrix can be used in planning (and evaluating the implementation phase of culturally relevant programmes. The matrix combines the First and Second Order elements to suggest transferability of success between the Ka Pai Kai programme and other school programmes that attempt to reach the same diverse audience. This thesis serves as a springboard to focus on ways to bring about the change in teacher behaviour that is required for all students to achieve equitable outcomes. A lingering concern is the gap between knowledge/attitudes that teachers showed and their behaviour/practice. The framework identified is one means of bringing about this change in practice; the shift needs to turn to ensuring that the focus of all schools is soundly placed on addressing the needs of all students they serve.Item An investigation into ITP tutors' understanding of policy and performance, to identify changes that have the potential to enhance teaching practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand(Massey University, 2012) Pritchard, ChristineThis thesis examines the reported views and experiences of tutors who work in the institutes of technology and polytechnics (ITP) sector in New Zealand. This phenomenographic based study focuses on elucidating these views and experiences in order to identify changes that have the potential to enhance tutors’ teaching practice. The choice of phenomenography as a methodology for recording and analysing individual viewpoints – and the variation in these viewpoints – is complemented by case study analysis, designed to present a more individualised interpretive perspective. Although studies have been undertaken on the way in which academics perceive working in the university sector, little research has been undertaken on the way in which ITP tutors understand and evaluate their teaching practice. This research revealed variations in the way that tutors: experience teaching in the ITP sector; measure their own performance; and interpret and use policy to support their teaching practice. Thirty-two volunteer tutors participated in semi-structured interviews conducted within four ITPs and across four subject areas, namely: trades, business, art and design, and foundation studies. Interview data was transcribed and analysed in order to present the findings of this research, which are presented in two parts. First, the aggregated views and experiences of tutors are marshalled into five qualitatively different categories: understanding and modelling effective teaching; developing and growing; building relationships; enacting government and institutional policy; and adapting to contextual influences. Second, the thesis presents case studies of tutors drawn from four different subject areas. Their data was included in the categories of description before being reanalysed and reported in the context of the five categories identified in the aggregated analysis. The researcher has formulated eight recommendations from the findings. These recommendations are of a long-term nature, and have the potential to enhance teaching practice within the ITP sector. This research provides new perspectives on tutors’ understanding and experiences of working within the ITP sector. It demonstrates that there is marked variation in the way in which they perceive and evaluate their performance; identifies potential gaps in their understanding and in the institutional environment in which they are employed; and offers recommendations for change.Item 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, JayTeacher 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.