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      • University of Waikato Theses
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      • University of Waikato Theses
      • Masters Degree Theses
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      The impact of the NCEA on teacher collegiality

      Barrett, Jenny
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      Barrett, J. (2008). The impact of the NCEA on teacher collegiality (Thesis, Master of Educational Leadership (MEdLeadership)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/2270
      Permanent Research Commons link: https://hdl.handle.net/10289/2270
      Abstract
      This study looks at the impact that the National Certification of Educational

      Achievement (NCEA) has had on teacher collegiality in New Zealand. It is an

      exploratory study using an in case and cross case method, located in four

      secondary schools with a range of demographics. I was interested in gathering

      the information from teachers in three key roles: Assistant teacher, Head of

      Department and Principal's Nominee, finding out what their views were on the

      change that the NCEA has bought to their professional lives and the impact made

      on their collegiality. The literature reviewed shows there is an international

      appreciation of the value of collegiality in schools but there is a fragile nature of

      collegiality that challenges its strength. The complexity of school culture and the

      symbiotic relationship between it and collegiality contributes to challenge of the

      management and development in secondary schools. The findings showed the

      teachers in this study considered there to have been a deepening in collegiality as

      a result of increased sharing of material, professional communication through

      moderation and professional development, and a heightened respect for

      professional practice and understanding of personalities. There are threats from

      reduced socialisation, workload, loss of autonomy and the fragility of collegiality.

      These elements have created a shift in school culture. How teacher collegiality

      can best be supported using this assessment policy has been explored with

      features involving school organisation and increasing deep collegial activities

      such as collegial observation, marking, moderating and review being identified as

      beneficial.
      Date
      2008
      Type
      Thesis
      Degree Name
      Master of Educational Leadership (MEdLeadership)
      Publisher
      The University of Waikato
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      All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
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