Motivating teachers to improve learning for culturally diverse students in New Zealand: promoting Māori and Pacific Islands student achievement

Hynds, Anne; McDonald, Lex

doi:10.1080/19415250903319275

Cited by 20 publications

(13 citation statements)

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“…Klassen et al [21] idea to consider physical and geographical conditions while exploring teacher motivation also seemed a very plausible idea. The complexity of teacher motivation and its inter-dependency upon a complex array of personal, social, cultural, economic, and political conditions that govern the situations in which teachers function were largely supported by these findings [16], [36].…”

Section: Discussionmentioning

confidence: 80%

Teachers' Motivation in the Maldives – Vital but Context-Specific

Hasan¹,

McDonald²

2015

IJSSH

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Abstract-This paper explores stakeholders' perceptions of the motivational influences for successful indigenous teachers to stay on as teachers in the islands of the Maldives. The research employs qualitative methods of interviewing, focus-group meetings and questionnaires to collect data from local indigenous groups that included school principals, leading teachers, successful teachers, parents and students. Analysis of data indicates that the participants' perceptions of what motivated successful teachers to remain as teachers are largely influenced by the cultural aspects and specific island-life characteristics. It is clear that the motivational influences to stay on in the teaching profession are contextual, inter-related, inter-dependent and multifaceted but the 'double S' of motivation -salary and status -is also evident.

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Section: Discussionmentioning

confidence: 80%

Teachers' Motivation in the Maldives – Vital but Context-Specific

Hasan¹,

McDonald²

2015

IJSSH

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“…Several high WoE studies suggest that teacher-leaders seeking to facilitate context-driven professional development work align their programs with the needs of the school or district to maximise the benefit to the populations they hope to serve. A programme should be contextualised to the particular school (Hynds & McDonald, 2010;mid WoE), and programme goals should prioritise 'contribution to society' and 'enhancing quality of life' over standards and accountability (Ezzani, 2019, p. 8). Professional learning needs to align with the school and demography, and teachers should engage in a deeper examination of socioeconomic issues to achieve meaningful learning and to avoid reifying existing oppressive structures (Bryan, 2011).…”

Section: Context Resources and Motivations In The Teacher-focused Literaturementioning

confidence: 99%

“…Professional learning needs to align with the school and demography, and teachers should engage in a deeper examination of socioeconomic issues to achieve meaningful learning and to avoid reifying existing oppressive structures (Bryan, 2011). Hynds and McDonald's (2010) study explored teacher motivation to improve the learning experiences and academic achievement of Māori and Pasifika students. In addition to intrinsic and extrinsic motivators (such as salary, certifications, employment, and training), teachers' desire to promote socially just educational opportunities and their eagerness to enact pedagogical changes positively influenced students' academic outcomes.…”

Section: Context Resources and Motivations In The Teacher-focused Literaturementioning

confidence: 99%

Leadership for professional learning towards educational equity: a systematic literature review

Poekert

Swaffield

Demir

et al. 2020

Professional Development in Education

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This systematic review of recent research explored the uncharted intersection of literature on educational leadership, professional learning, and educational equity. It investigated leadership approaches to shaping the professional development and ongoing learning of educators that supports more equitable outcomes for students. The underlying motivation for the work is our concern for the educational experiences and achievements of marginalised students, and for professional learning to address these inequalities. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement, and iterative selection of literature based on relevance and quality judged by weight of evidence assessments, we identified 41 empirical items for detailed analysis. The outcome was five themes: Critical framing of social justice issues; Dialogue and enquiry; Learning and identity development; Context, resources, and motivations; Normalising inclusion and shared leadership. A further six articles informed a conceptual framework linking professional learning and outcomes that developed existing models. Critique of linear conceptualisations of learning, and affinity with the values and philosophy of the process model of education championed by Lawrence Stenhouse, prompted proposing the themes as nascent principles. These require further research, yet they have immediate practical utility for educational leaders and teachers working in pursuit of educational equity.

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“…Teachers within the Solomon Islands find it difficult to continue their own learning and gain higher qualifications beyond the certificate obtained from their initial training. Research by Burnett and Lingam (2007) and Hynds and McDonald (2010) has shown that the achievement of higher qualifications has a twofold effect, first as an incentive to improve practice and second to update teachers' pedagogical knowledge and skills. Not being able to access such opportunities has a negative impact on teachers' practice and student learning (Gibson & Brooks, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%