The impact of the NCEA on teacher collegiality
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
This study looks at the impact that the National Certification of EducationalAchievement (NCEA) has had on teacher collegiality in New Zealand. It is anexploratory study using an in case and cross case method, located in foursecondary schools with a range of demographics. I was interested in gatheringthe information from teachers in three key roles: Assistant teacher, Head ofDepartment and Principal's Nominee, finding out what their views were on thechange that the NCEA has bought to their professional lives and the impact madeon their collegiality. The literature reviewed shows there is an internationalappreciation of the value of collegiality in schools but there is a fragile nature ofcollegiality that challenges its strength. The complexity of school culture and thesymbiotic relationship between it and collegiality contributes to challenge of themanagement and development in secondary schools. The findings showed theteachers in this study considered there to have been a deepening in collegiality asa result of increased sharing of material, professional communication throughmoderation and professional development, and a heightened respect forprofessional practice and understanding of personalities. There are threats fromreduced socialisation, workload, loss of autonomy and the fragility of collegiality.These elements have created a shift in school culture. How teacher collegialitycan best be supported using this assessment policy has been explored withfeatures involving school organisation and increasing deep collegial activitiessuch as collegial observation, marking, moderating and review being identified asbeneficial.
The University of Waikato
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