Maintaining good working experiences in the context of NCEA changes

Abstract

Based on findings from The National Survey of Schools project, this study aimed to examine the interactions between schools’ professional learning and development cultures, teachers’ general attitudes towards NCEA changes, their equity-related attitudes towards NCEA changes, and their working experiences (morale and workload views). The participants were 749 teachers from Years 9-13 and Years 7-13 English medium secondary schools who completed our national surveys. Data were analysed quantitatively through descriptive and exploratory techniques. Results suggested a positive association between a perceived culture of ongoing PLD in schools, and teachers’ general attitudes towards NCEA changes. Teachers who reported positive attitudes towards the NCEA changes in general, were more likely to understand how these changes can improve outcomes for Māori learners, Pacific learners, and those with disabilities and who need learning support. In addition, a strong culture of ongoing PLD was also positively associated with teachers’ morale and workload views. The study has practical implications by indicating how teachers can be better supported to enact educational changes in Aotearoa New Zealand.