Valuing, Growing and Retaining Pacific Leaders and Teachers

Autor/in	Highley, Violet
Titel	Valuing, Growing and Retaining Pacific Leaders and Teachers
Quelle	In: Kairaranga, 24 (2023) 1, S.19-32 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Pacific Islanders; Indigenous Populations; Teacher Recruitment; Leaders; Minority Groups; Affordances; Barriers; Decision Making; Administrator Role; Culturally Relevant Education; Indigenous Knowledge + Suchen Sie Ihr Suchwort? Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Sinti und Roma; Lehrerrekrutierung; Fachleiter; Ethnische Minderheit; Decision-making; Entscheidungsfindung
Abstract	The Ministry of Education document "Action Plan for Pacific Education" 2020-2030 is a government commitment to transform outcomes for Pacific learners and their families. Key Shift 5 of this Action Plan focuses on valuing, growing, and retaining "teachers, leaders, and educational professionals with diverse Pacific heritages" (Ministry of Education, 2020a, p. 38). This professional inquiry explored what Key Shift 5 looks like within the Resource Teaching service. A literature review examined ethnic minority leadership in education, specifically looking at the enablers and barriers. The Pacific research method, talanoa, was used to give voice to the lived experiences of four ex-Resource Teachers: Learning and Behaviour (RTLB). Findings from this inquiry acknowledge the misrepresentation of Pacific at decision making spaces and highlight benefits and advantages Pacific RTLB bring to their roles. The importance of support from senior management was indicated by all participants as a key factor in valuing, growing, and retaining "teachers, leaders, and educational professionals with diverse Pacific heritages". (As Provided).
Anmerkungen	Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.kairaranga.ac.nz/index.php/k/issue/view/35
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01