Copyright is owned by the Author of the thesis.  Permission is given for 
a copy to be downloaded by an individual for the purpose of research and 
private study only.  The thesis may not be reproduced elsewhere without 
the permission of the Author. 
 
Relating for Learning: 
Teaching to Nurture Children 's Spiritual Growth 
A grounded theory study of New Zealand teachers 
making students ' learning significant in their schooling 
A thesis presented in partial fulfilment 
of the requirements for the degree of 
Ph.D. 
m 
Education 
at Massey University, Palmerston North, 
New Zealand. 
Deborah Anne Ayres 
2004 
Doctoral Thesis 
This thesis is dedicated to my father, 
Richard Thomas Joyce (Dick) Clarke, 
( 1 933 - 2004) 
who nurtured in me 
a sense of wonder for the physical world in which we live, 
a yen for a relationship with God, 
respect for every person, 
and belief in myself. 
Page i Deborah Ayres 

We are all grounded theorists about our daily life. 
Bamey G. Glaser ( 1 998 :33) 
Doctoral Thesis Page iii Deborah Ayres 

Abstract 
The thesis proffers a theory called relating for learning about spiritually nurturing 
teaching, generated using grounded theory research. Spirituality is defmed as that to do 
with the part of a human being that transcends human life, that is to say, that to do with 
the soul. The human lifetime is understood as but a phase in the growth of the soul, 
and, therefore, all of life is a spiritual j ourney. Knowing is consciousness of 
relationships in one' s  life and what is known is always known in relation to oneself. 
Furthermore, learning, which is understood, in the thesis, to be the means by which 
human beings come to know and progress through life, is seen as spiritual growth. 
Teachers, who are in the business of serving others by assisting them with their 
learning, are in a prime position to nurture their students' spirituality. The call in the 
New Zealand Health and Physical Well-being curriculum statement for school teachers 
to tend to the spiritual well-being of their students is therefore appropriate, although the 
directness of the request is unprecedented in New Zealand schooling history and 
teachers are unsure of j ust what it means for their practice. The broad aims of the 
doctoral research inquiry are to add to existing understandings of the place of 
spirituality in New Zealand state school education, and to explore the practical 
implications of the new understandings for teachers and other educationists. 
' Continuing the conversation' (Josselson, 1 999) about spirituality in education, and 
about spiritual nurturance in particular, is important at this time when school teachers 
are overtly expected to tend to students ' spiritual well-being. 
The relating for learning theory is generated from nine practicing teachers' ideas and 
talk, and observations of the teachers interacting with students. The theory proffers a 
psychology of teachers relating to students to nurture their spiritual growth. It identifies 
establishing and maintaining a trusting, learning-directed relationship with each student 
as essential to effective teaching. The relationship involves the student trusting the 
teacher as a capable educational leader, and trusting that the teacher respects and cares 
for the student. The student 's trust, in turn, facil itates the teacher gaining the 
information and conditions required to effectively develop the student as a learner and 
assist the student to learn the formal curriculum. 
Doctoral Thesis Pagev Deborah Ayres 

Preface 
I was born in 1 959 and I had a loving, sheltered and liberal upbringing in middle-class 
New Zealand. My general feeling throughout my compulsory schooling was one of not 
wanting to be there. It was not until I left school and was free to live and learn about 
the world in my own way that I became enamoured with life and learning. It occurred 
to me, then, that school education in New Zealand could be improved, and I embarked 
on my tertiary education in the field of education with emancipatory ambitions to save 
New Zealand school children from the time-wasting doldrums of ineffective 
compulsory schooling. I was young and passionate in those days! 
In 1 986, I was one of a team of researchers who conceptualized and conducted a 
curriculum design research pilot in a New Zealand secondary school .  The pilot 
successfully integrated knowledge and skills selected from Biology, Geography, 
Outdoor Education, English, Mathematics and Computer Studies. The fifteen mixed?
ability, Form 6 (Year 1 2) students achieved such remarkable results on the pilot course, 
that the (then) New Zealand Department of Education, IBM and Massey University 
agreed to fund the Freyberg High School Integrated Studies Project (Freyberg Project), 
an extensive 3 year project to further develop the findings of the pilot with Form 3 ,  4, 5 
and 6 (Year 9, 1 0, 1 1  and 1 2) cohorts. 
The integrated curriculum designs of both the pilot and the Freyberg Project featured: 
(i) fieldtrips to learning environments beyond the classroom; (ii) student use of 
computers as learning tools (as distinct from computer-assisted instruction); and (iii) the 
combining of traditionally separate subject curricula into inter-disciplinary thematic 
studies. The educational merit of the three respective design features had already been 
suggested in prior research and literature'. The Freyberg Project researchers saw 
potential in pulling the three design features together into an "educational programme 
that would capture students' interests by challenging them intellectually, emotionally 
and physically" (McKinnon, Sinclair, Nolan, 1 997 :2). 
Doctoral Thesis Page vii Deborah Ayres 
Indeed, the venues of the fieldtrips immersed students in wilderness experiences and 
pushed the boundaries of their physical endurance. Cooperation was required for 
survival and students quickly developed a sense of belonging to the group. Teacher-set 
assignments solved real-life problems and developed, in students, feelings of 
achievement, competence and usefulness. Student-initiated projects gave students the 
opportunity to pursue an area of passionate interest. 
In the context of progressively developing and field-testing integrated curricula within 
the Freyberg Project, the research aims included investigation of the educational 
effectiveness of the innovative curriculum in terms of students'  academic performance, 
motivation and attitudes2? Analysis of longitudinal data from the Freyberg Project 
showed that students in the integrated studies programme performed3 significantly better 
in English, Mathematics and Science, and had more positive attitudes and higher 
motivation for learning, than students in the traditional school programme (McKinnon, 
1995 ;  McKinnon, Sinclair, Nolan, 1997). In literature about the project, the researchers 
proffered explanations for the favorable effects of the curriculum innovation in terms of 
things like the motivating force of computers and fieldtrips, and better opportunities for 
students to see the connections between traditionally separate subject matter. The 
Project was deemed a success by the researchers. 
My involvement with the pilot left me with two lasting impressions that have had 
profound effect on my thinking about education. The first was a realization that the 
'means-end' model of school education did not adequately explain the student learning 
that occurred. 
The second was an overwhelming conviction that the design of the curriculum in the 
Freyberg Project was such that the students could not help but learn. I had witnessed 
students being exposed to profound experiences that deeply affected the way they 
1 For example, Papert, 1 980; Turkle, 1 984; Lawler, 1 985; Stenhouse, 1 980; Kleinfeld, McDiarmid & 
Hagstrom, 1985. 
2 The Freyberg Project researchers also aimed to investigate curriculum innovation adoption and 
professional development of teachers (Nolan & McKinnon, 1 989). 
3 Judgements of student 'performance' were based on students' results in School Certificate, an externally 
set examination administered at the end of Form 5 (Year 1 1 ). 
Doctoral Thesis page viii Deborah Ayres 
----------------------
thought about the world. This, to me, is real learning and is of ultimate importance to 
one 's life. Nonetheless, my conviction about the inherent educational quality of the 
curriculum design remained largely unexplained by the Freyberg Project research. This 
was because the educational effects of the Project's design features were evaluated 
mainly on the basis of examination achievement. Measurement of specific learning was 
not attempted. The learning-related findings of the research were consequently limited 
to identifying general effects of the curriculum design on student achievement. Study 
of the possible causative relationships between the curriculum design features and 
specific learning were not possible. 
S ince then, my academic interest has moved towards the psychological effect of 
teachers' curriculum design practices on students, and the direct relationships between 
curriculum design features and specific learning instances. Contemplating the meanings 
of the words ' learning' and 'knowing ' ,  and trying to understand the very essence of 
learning in childhood, I found myself delving into psychological theories of 
consciousness, and the relationships between emotions and motivation, value and 
memory, and connection and attention. 
Furthermore, I came to understand that what I call 'real learning ' ,  that is to say, 
profound changes in the way an individual thinks about his or her world, is what 
constitutes his or her personal spiritual development. (This idea is developed in 
Chapter 3 .)  Worldwide academic interest in ' spirituality' is now burgeoning and, not 
coincidentally, the concepts of 'emotions' ,  'value' and 'connection' are common in the 
discourse. 
It occurred to me that the design of the curriculum in the Freyberg Project allowed the 
students to connect spiritually with those aspects of the world that were being presented 
in the course materials, and I entertained the notion that herein lay the value of the 
curriculum design to the students' learning. This notion was the inspiration for my 
doctorate. 
Soon after the commencement of the doctorate, which turned out to be a study of 
teachers teaching rather than curriculum design, it became clear that grounded theory 
Doctoral Thesis Page ix Deborah Ayres 
was the appropriate research methodology. Consequently, I conducted the research 
"minus mentor" (Stem cited in Glaser, 1 998), since grounded theory research about 
spirituality in education was unprecedented in New Zealand at the time of 
commencement and my supervisors were relatively inexperienced with the 
methodology. My main sources of information on how to do it were books on grounded 
theory and verbal accounts of Masterate students'  experiences of employing the 
methodology. 
In his "Issues and Discussion" book, Glaser ( 1 998) warns of the time and energy wasted 
by pitfalls such as attempting l iterature reviews prior to data gathering and analysis, 
forcing pre-conceived ideas on the emerging theory, and telling colleagues about 
emerging concepts before the theory is generated. Despite having the warnings in black 
and white, I learned such lessons very much by experience and, in the reports of the 
research process in Chapters 5 and 6, I attempt to capture the trials and errors as well as 
the triumphs I experienced. Far from being counted as a waste of time and energy, 
however, the obstacles along the way were seen to enrich my understanding of 
grounded theory research methodology. 
The initial stage of the doctoral journey was characterised by a lack of confidence in my 
own professional authority and I thought that my feelings, my convictions, my insights 
about spirituality would stand for little in a doctoral thesis. I turned to the literature in 
order to see what others thought and to use others' authority to legitimate my own ideas. 
In the process of responding to others' ideas, I developed not only my own rapidly 
crystal lizing notion of spirituality, but also the language with which to communicate 
and debate my ideas with others. 
Successfully completing the doctoral research using an unfamiliar methodology could 
not have happened without supportive supervisors who granted me the autonomy and 
professional responsibility to do things my way, and allowed me the time, space and 
encouragement to find my own feet. 
Deborah Ayres 
Doctoral Thesis page x Deborah Ayres 
Acknowledgements 
Glaser (1998:33) said "We are all grounded theorists in our daily life." I have found this to be 
true, at least about my own way of thinking. I believe we all practice constant comparison at 
various levels of consciousness during most of our waking hours, and perhaps even in our sleep, 
as well. We all go through life processing incoming information, checking it off against and 
adjusting our existing theories and sometimes generating new theories. But I must say, the time 
to commit myself whole-heartedly to generating a new theory does not present itself readily in 
my ordinary life - although I try hard to make time in my everyday busy-ness to stop and smell 
the roses, that generosity to myself rarely extends to allowing time to actually contemplate the 
roses. 
I would like to thank Massey University for granting me a Massey Doctoral Scholarship and 
thereby creating the opportunity for me to devote time to generate a new theory- time to read 
extensively about children's spirituality and about education, both topics dear to my heart, time 
to meet and watch and talk to, not just one, but several inspirational teachers, time to deeply 
contemplate the essence of their inspirational teaching qualities, and time to articulate and write 
down the theory that emerged from my contemplations. 
Thank you, also, to the inspirational teachers, who so willingly donated their precious time to a 
stranger's cause, and who shared themselves so willingly. 
I wish to acknowledge the following list of people for their friendship and encouragement, 
without which I would never have embarked on this exciting journey, nor made it to the tops of 
the numerous mountains climbed along the way. Thank you to: 
Stuart Ayres, my life partner, for his commitment to facing the challenge with me, and 
for his love, support and patience; 
Cam, Hannah and Nic Ayres, my children, for being sources of inspiration, and for their 
love, support and patience; 
Robin and Dick Clarke, my mother and father, for being spiritual role models and 
guiding me with love to become the person I am today; 
Brian Annan, my chief academic critic, for asking me the question: "Is life a spiritual 
journey, or is a spiritual journey part of one's life?"; 
I van Snook, my first supervisor, for believing in me at the beginning and supporting my 
application for the scholarship when a lot of other people (including myself) suspected I 
was crazy, for being a solid backboard of wisdom and expertise against which I 
bounced my ideas when I was initially conceptualising the research, and for granting me 
the freedom to pursue my passions in my own time and in my own way. 
And last but defmitely not least, the biggest thank you to: 
marg gilling, my chief supervisor, for her wonderful enthusiasm and faith that I could 
complete the journey, for her love and acceptance of who I am and how I work, for her 
generosity of spirit, for keeping one hand gently yet firmly at my back to ensure I kept 
moving forwards, and for using her other hand to stretch me. 
Doctoral Thesis Page xi Deborah Ayres 

Table of Contents 
Abstract ............................................................................................................................ v 
Preface ............................................................................................................................ vii 
Acknowledgements ......................................................................................................... xi 
Table of Contents ......................................................................................................... xiii 
List of Tables ................................................................................................................ xix 
List of Figures ............................................................................................................... xxi 
List of Boxes ................................................................................................................ xxili 
Chapter 1 Introduction ................................................................................................... I 
1 . 1  Focus on spiritual nurturance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 
1 .2 Purposes of the thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  3 
1 .3 Structure of the thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  4 
1 .4 Use of literature in the research and thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  8 
Chapter 2 The Research Context .................................................................................. 9 
2. 1 Overview of the research context. . . . . . . . . . . . . ..... . . . .. . . . . . . . . . . . . . . . . . .......... . .. .. . . . . . . . . . . . . . .. .. ... . . . .  9 
2.2 Historical factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  9 
2.2. 1 Growing Western interest in spirituality . . . . . . . . . . . . ... .... .... .. . . .. . . . . . . . . . . . ... ... ......... . .  9 
2.2.2 Inclusion of spirituality in school education ....... ... . . . ... . . . . . . . . . . . . . .. . . . .. . .. .. . . . . . . . .  1 4  
2.3 Inclusion of spirituality in the New Zealand curriculum . . .. . ... . .. . . . .. . . . . . . . . . .. . . ... . . . . . . . .. 1 7  
2.3. 1 The structure of the New Zealand national curriculum . . . . . . . . . . . . .. ........ .. . .. . . . . .  1 7  
2.3.2 Reference to ' spirituality' in the overarching policy document . . . . . . . . . . .. . . . .. . .. 1 8  
2.3.3 An interpretation of 'spirituality' in the Health and Physical Education 
in the New Zealand Curriculum statement . . . .. .......... .. .. . . . . . . . . . . . . . .. . . . .. . .. . . . .. 20 
2.3.4 Reference to ' spiritual well-being' in the curriculum documents ................. 22 
2.3.4. 1 ' Searching for meaning and purpose in life' in the curriculum 
documents . . . . . . . . . . ... . . . . . . . .... . . . . . . . . . . . . . . . . ....... .... . . . . . . . . . . . . ..... .. . . . . . . . . . . . . . 23 
2.3.4.2 'Personal identity and self-awareness' in the curriculum 
documents .... . . . . . . . . . . . . . . ... . .. . . . . . . . ... ..... . .. . . . . . . . . . . . . . ....... . . . . . . . . . ....... . . . .. 24 
Doctoral Thesis Page xiii Deborah Ayres 
2.3 .4.3 ' Values and beliefs that determine the way people live' in the 
curriculum documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  26 
2.4 The State 's expectations of teachers: the unclear meaning of spiritual well-
being ................................................................................................................... 28 
Chapter 3 Spirituality and Teaching ........................................................................... 33 
3 . 1  The transcendent nature of spirituality .................................................................... 3 3 
3 . 2  The development of spiritual understandings in humans ........................................ 34 
3 . 2. 1  Sources of authority ...................................................................................... 34 
3 . 2. 2 Defming ' spiritual understanding' in the global era ......................... ............ 36 
3.3 Ontological framework: learning as spiritual growth .............................................. 39 
3.3 .1 F oundational belief: Human life is a spiritual journey during which the 
spirit grows ............................................................................................... 39 
3.3 .2 Ethical rationale: collective spirit of humanity and the transcendent' s  
agenda ... .................................................................................................... 4 1  
3.3.3 Human manifestation of spirituality ............................................................. 4 2  
3 . 3 .3 . 1  Spirituality as relational consciousness ........................................... 44 
3 . 3 . 3 . 2  An integral connection between spirituality and consciousness ...... 44 
3.3 .4 The significant role of the teacher in spiritual growth ................................. . 46 
3.4 The research inquiry and appropriate methodology ............................................... . 47 
Chapter 4 Grounded Theory ....................................................................................... 49 
4. 1 Introduction to grounded theory .............................................................................. 49 
4. 1 . 1  Background ................................................................................................... 49 
4. 1 . 2 Purposes of grounded theory ................. ........................................................ 50 
4. 1 . 3 Grounded theory methods .............. ............................................................... 5 1  
4.1 .4 Grounded theory evaluative criteria .............................................................. 54 
4.2 Rationale for choosing grounded theory .................................................................. 57 
4 . 2. 1  Lack of specific research questions .............................................................. 57 
4 . 2. 2  Lack of foundational theory and language .................................................... 57 
4 . 2.3 Desire for the research to be useful to practitioners ...................................... 58 
4 . 2.4 Researcher strengths and humility, and acknowledgement of 
practitioner expertise ................................................................................. 59 
4.3 The preliminary research design .............................................................................. 59 
Doctoral Thesis page xiv Deborah Ayres 
Chapter 5 Original Impetus, Fieldwork and Preliminary Analysis ........................ 63 
5 . 1  The phases of the doctoral research ................................... ...................................... 63 
5. 1 . 1  The original impetus phase ........................................................................... 63 
5. 1 .2 Introduction to the fieldwork, preliminary analysis and analysis phases ...... 64 
5.2 Fieldwork: participant selection and enrolment . .  ..................................................... 65 
5 .2. 1 The participant selection and enrolment processes ....................................... 65 
5.2.2 Rationale for participant selection ................................................................ 67 
5.2.3 The participant teachers ................................................................................ 70 
5 . 3  Fieldwork: data gathering ........................................................................................ 72 
5.3 . 1  Delineating data gathering ............................................................................ 72 
5.3 .2 Summary of the field-data ............................................................................. 73 
5.3 .3 Interviews with participant teachers .............................................................. 74 
5 . 3 .3 . 1  Recording interview data ................................................................. 75 
5 . 3 .3 .2 Transcription of sound-recorded interviews .................................... 76 
5 . 3 . 3 . 3  Interviewing and the integrity of the interview process ................... 78 
5.3.4 Observations of participant teachers ............................................................. 80 
5 . 3 . 5  Field-data storage .......................................................................................... 82 
5.4 Ethics ........................................................................................................................ 84 
5. 5 Preliminary analysis ................................................................................................. 86 
5.5 . 1 Preliminary analysis in the doctoral research ................................................ 87 
5.5 .2 The beginning of analysis ................................................................?............ 88 
5 . 5 . 3  The products of preli rninary analysis ............................................................ 89 
Chapter 6 Analysis ........................................................................................................ 91 
6. 1 Overview of analysis ................................................................................................ 9 1  
6. 1 . 1  Glaser's representation of analysis ................................................................ 9 1  
6. 1 .2 Two analysis stages in the doctoral research ................................................ 92 
6. 1 .3 The use of participant data ............................................................................ 93 
6.2 Generation of the substantive theory ....................................................................... 93 
6.2. 1 Identification of the teacher' s  main concern and main resolving action ...... 94 
6.2. 1 . 1  Identification of the teacher's foci using open and axial coding ..... 95 
6.2. 1 .2 Clarification of the concept, concern ............................................. 1 02 
6.2. 1 .3 Development of the conceptual framework ................................... 1 03 
Doctoral Thesis Page xv Deborah Ayres 
6.2.2 Writing the substantive theory .................................................................... 1 04 
6.3 Generation of the formal theory ............................................................................. 1 05 
Chapter 7 The Participant Teachers' Teaching ....................................................... 107 
7 . 1  The distinction between ' intentions' and 'goals' ................................................... 1 07 
7.2 The teachers' main concern: learning-directed relationships with students .......... 1 1 1  
7.3 The teachers' primary resolving action: relating ............. ........................... .. ..... .... 1 1 4 
7.3 . 1  Interacting with each student to promote a learning-directed 
relationship .............................................................................................. 1 1 6 
7.3. 1 . 1  Relationship intention: Student understands about the teacher's 
and student's respective roles in the relationship ...................... 1 1 7 
7.3. 1 . 1 . 1  The teacher as carer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 1  
7.3 . 1 . 1 . 2 The teacher as respectful carer. . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 24 
7. 3 . 1 . 1 .3 The teacher as leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 1 26 
7.3 . 1 . 1 .4 The teacher as educational leader . . . . . . . . . . . . . . . . . . . . . . . .  1 3 0 
7.3. 1 . 1 .5 The student as learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 1 3 3  
7. 3 . 1 . 1 .6 The student as responsible class member. . . . . . . . . . . . . . .. 1 3 3 
7. 3 . 1 . 1 . 7 The milieu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 34 
7.3 . 1 .2 Relationship intention: Student perceives teacher has particular 
personal attributes .... ........ .. ... .. .. ................................... .. ..... ...... 1 3  5 
7.3. 1 .3 Relationship intention: Student accepts personal, relationship-
related responsibilities .............. .. ............................................... 1 36 
7.3.2 Tending to the Self ..................................... ............. .................................... 1 37 
7.3 .2. 1 Maintaining professional knowledge and understandings ............. 1 3  8 
7.3 .2.2 Tending personal health and well-being .. ..................................... . 1 3 9 
7.3 .2.2. 1 Satisfying personal needs with the j ob . . . . . . . . . . . . .......... 1 39 
7.3.2.2.2 Behaving in a manner at school and with the students 
that was in keeping with personal ideals and beliefs ... 1 40 
7.3.2.2.3 Following personal instincts, feelings and curiosities 
when interacting with students . . . . . . . . . . . . . . . . . . . . . . . . . . ..  1 4 1  
7.4 The teachers' second concern: students develop as learners ................................. 1 4 1  
7.5 Teachers' third concern: students learn and achieve i n  the formal curriculum ..... 1 44 
7. 5 . 1  Making learning of formal curriculum content meaningful. . . . . . . . . . . . . . . . . . . . . . . .  1 44 
Doctoral Thesis page xvi Deborah Ayres 
7.5 . 1 . 1 Selecting and presenting formal curriculum content . . . . . . . . . . . . . . . . . . . . .  1 44 
7. 5 . 1 . 2 Organising learning experiences .... ................................................ l 45 
7 . 5 . 2  Convincing students to learn formal curriculum content . .  . . . . . . . . . . . . . . . . . . . . . . . . . .  1 45 
7.5.3 The role of the teacher-student relationship in teaching the formal 
curriculum ............................................ ................................................... 1 45 
7.6 Summary of the substantive (descriptive) theory ............ ....... .. ............................. 1 46 
Chapter 8 Teaching to Nurture Children's Spiritual Growth ................................ 149 
8. 1 Emerging understandings as a function of the research method ............................ 1 49 
8. 1 . 1  The scope and limits of the substantive theory ................................... ........ 1 49 
8. 1 . 2  Developing perspectives .................. ....................................... . ................... 1 50 
8. 1 .3 The concepts being and interacting ...... .... ................................ ... . .............. 1 5 1  
8 . 2  Developing understandings about spiritually nurturing teaching ........... . .............. 1 5 2 
8 . 2. 1  Contributions from the substantive theory to understanding teaching ....... 1 5 2  
8 . 2. 2  Establishing a spiritual perspective from which to examine teaching ........ 1 5 3 
8 . 2. 2. 1 A relational consciousness model to inform the perspective ......... 1 5 3 
8 . 2. 2. 2  Other possible models for comparison with the emerging 
theory ................................................... ...................................... 1 5 5 
8 . 2. 2.3 The concept of spiritual face ..................................................................... 1 5 6 
8 . 2.3 The constitutional element of effectiveness in spiritually nurturing 
teaching ................................................. .............................. .................... 1 5 7 
8 . 2.4 Relational consciousness and teaching ....................................................... 1 60 
8 . 2. 5  The student learning inherent in teachers' relationship intentions ............. . 1 62 
8.3 Setting the theory in a school context .................................................................... 1 63 
Chapter 9 Discussion and Conclusions ..................................................................... 167 
9. 1 The relationship between the emerging theory and contemporary ideas ....... . .. ..... 1 67 
9.2 Care theory and relating/or learning ....... ....................... .. . ...................... ............. 1 68 
9.3 Teachers' motivation to establish learning-directed relationships with students .. 1 69 
9.4 Teachers' knowledge about how to effectively teach .............. ................... ........... 1 70 
9.5 Support for teachers to develop learning-directed relationships with their 
students ............................................................................................................. 1 7 2  
9. 5 . 1  Support from government for addressing spirituality i n  school 
education ................................................................................................. 1 73 
Doctoral Thesis Page xvii Deborah Ayres 
9.6 Implications of the relating for learning theory for teachers' work . . . . . . . . . . . . . . . . . . . . . .  1 76 
9. 7 Further testing of the theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 77 
9.8 Summary and Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 78 
9.8. 1 Comments on the research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 78 
9.8.2 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 80 
9.8.3 A final word on the theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 81 
Appendix 1: Rejected Thesis Introduction ............................................................... 185 
Appendix 11: Ethics Protocol ..................................................................................... 193 
References .................................................................................................................... 217  
Doctoral Thesis page xviii Deborah Ayres 
List of Tables 
Table 1 :  Curriculum Statements for the Essential Learning Areas of the New 
Zealand Curriculum ..................................................................................... 1 8  
Table 2 :  The Objectives Set for Each of the 8 Achievement Levels for the Aim 
'Personal Identity and Self-Worth ' . ............................................................. 26 
Table 3: An Interpretation of Geering ' s  Evolutionary Pattern of Culture ...................... 36 
Table 4:  Information about Participant Data ................................................................... 74 
Table 5 :  Record of Contact with "W" School . .  ............................................................... 83 
Doctoral Thesis Page xix Deborah Ayres 
Doctoral Thesis page xx Deborah Ayres 
List of Figures 
Figure 1 :  The Place of Spiritual Well-being (taha wairua) in the New Zealand 
Curriculum ................................................................................................... 2 1  
Figure 2 :  Continuum of Experiences as Spiritual Growth .............................................. 40 
Figure 3 :  Conceptual Framework of Each Participant Teacher' s  Concerns ................. 1 1 1  
Figure 4 :  Conceptual Framework of Relating ........... .................................................... 1 1 5 
Figure 5 :  Conceptual Framework of the Student understands roles Learning 
Intention ..................................................................................................... 1 1 7 
Figure 6 :  The Teacher Setting Up the Student' s  Understanding of the Student-
Teacher Relationship .................................................................................. 1 1 8 
Figure 7 :  The Teacher-Student Relationship ................................................................ 1 46 
Figure 8: Diagram of a Student' s  Relational Consciousness .................... , . . . . . . . . . . . . . . . . . . .  1 54 
Doctoral Thesis Page xxi Deborah Ayres 
Doctoral Thesis pagexxii Deborah Ayres 
List of Boxes 
Box 2. 1 :  Questions facing a teacher wanting to attend to 
students' spiritual well-being . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  29 
Box 6. 1 :  Excerpt from page 1 of transcription of 
first interview with Ms Sally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 
Box 6.2: Example of the list of teacher's foci generated from 
the excerpt in Box 6. 1 after open coding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  97 
Box 6.3 :  Example of the list of teacher' s  foci generated from 
the excerpt in Box 6. 1 after axial coding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  98 
Box 6.4: Example of the complexity of the axial coding process . . . . . . . . . . . . . .  1 00 
Box 6 . 5 :  Master list o f  teachers' foci during interviews . . . . . . . . . . . . . . . . . . . . . . . .  1 0 1  
Box 7 . 1 
Box 7.2 
Box 7.3 
Box 7.4 
Box 7 . 5  
Box 7 . 6  
Box 7 . 7  
Box 7 . 8  
Box 7.9 
Example of teacher not articulating learning intentions . . . . . . . . . . . . . . 1 08 
Examples of teachers' talk that reveal their hopes and intentions 
encompassing more than curriculum achievements . . . . . . . . . . . . . . . . . . 1 09 
Example of a teacher holding a learning goal and yet not 
being aware that it is mandated in the national curriculum . . . . . . . . . .  1 1 0 
Example of a teacher conveying a relationship intention 
in an overt manner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 9  
Example of a teacher conveying a relationship intention 
in a covert manner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 20 
Example of a teacher being, both, respectful carer 
and educational leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 2 1  
Examples of teachers' talk about their passion for children 
and their role of teaching them . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 22 
Example of a teacher for whom touch is an important medium 
for conveying caring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 23 
Examples of teachers' talk about concerning themselves 
with students' concerns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 23 
Box 7 . 1 0  One teacher's sense of responsibility 
and duty to all students in the school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 24 
Doctoral Thesis Page xxiii Deborah Ayres 
Box 7. 1 1  Example of a teacher being a respectful car er 
while actioning the curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 25 
Box 7. 1 2  Example o f  a teacher i n  a school that supported 
the teacher's respectful carer role . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 2 5  
Box 7. 1 3  Example of a teacher dealing with a student 
with behaviour problems by explaining the rules . . . . . . . . . . . . . . . . . . . . . 1 2 7  
Box 7. 1 4  Example of a teacher dealing with a student 
with behaviour problems by working on self esteem . . . . . . . . . . . . . . . . . 1 28 
Box 7. 1 5  One teacher's analysis of her use of humour with the students . . . . . .  1 29 
Box 7. 1 6  Example of a teacher modelling learning by consulting others . . . . . .  1 3 1  
Box 7. 1 7  Example of challenges establishing the educational leader 
and respectful carer roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 32 
Box 7. 1 8  Examples of the job satisfying the teacher's personal needs . . . . . . . . .  1 3 9  
Box 7. 1 9  Example of a teacher whose personal ideals 
and beliefs underpinned her behaviour with students . . . . . . . . . . . . . . . . .  1 40 
Box 7.20 Example of a teacher remaining true to her beliefs . . . . . . . . . . . . . . . . . . .  1 4 1  
Box 7.2 1 Examples of developing the student as a learner . . . . . . . . . . . . . . . . . . . . . . 1 42 
Box 7.22 Example of developing the student as a learner . . . . . . . . . . . . . . . . . . . . . . . 1 43 
Box 7.23 Example of teacher organising learning experiences 
to connect with students ' exi sting understanding . . . . . . . . . . . . . . . . . . . . .  1 45 
Box 8. 1 Example of a teacher who intended to be spiritually nurturing 
but didn 't connect with the student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1 5 8 
Box 8.2 Example of a teacher in a school with institutionalised practices 
that were compatible with her own pedagogical approach . . . . . . . . . . . .  1 64 
Box 8.3 Example of institutional philosophy being in tune with 
the teachers ' educational philosophies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 65 
Doctoral Thesis page xxiv Deborah Ayres