Literature Review
Chapter 5 Discussion
5.6 The Value of Support
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the mentor and mentee relationship (Tummons et al., 2016). However, the formal structure found within schools and their already established mentoring programme may restrict the formation of a high quality mentorship that would best be of benefit to that teacher (Tummons et al., 2016). Findings from this study suggest that it is difficult to actively mentor someone who is not in your school. It takes commitment from both parties for mentoring to work. Shoulders and Myers (2011) expressed that the SLT should support mentoring, through fostering collaboration which will have a positive impact on student learning whilst supporting teachers in their career. In 2022, the HATA began a moderation buddy programme and the benefit of this was highlighted by the Phase Two participants. The HATA is a voluntary organisation, as is the role of the moderation buddy, with participants explaining that they do it for the good of the subject, and that they had someone to support them when they first started. It is their way of being able to give back and grow as leaders in the curriculum area, modelling this to others. This reinforces the service aspect of the professional identity of the AHS teacher as a curriculum leader.
Through engagement with a mentor, a close collaborative partnership can be formed which allows support and assistance where needed, and aids the transfer of teacher learning to student learning (Rhodes et al., 2004). Findings from this study highlighted the importance of the partnership between the mentor and mentee in ensuring that the mentor’s strengths, experience, and teaching programme align with the mentee’s vision to enable the mentee to flourish. Having a mentor who is a curriculum leader and who can inspire others through curriculum knowledge and community partnerships is helpful (Al Barwani, 2018). Rice et al. (2011) wrote that “effective mentoring programs can raise teacher retention rates by improving their attitudes, feelings, and instructional skills” (p.
111). It is the mentor teacher, a leader in the subject, who has an influential role on their mentee and will adjust their approach to fit their needs (Henning et al., 2018). This will encompass developing effective reflective practices as it contributes to professional self- efficacy (Ovenden-Hope et al., 2018). Through social persuasion, a good mentor can boost self-efficacy, not only through role modelling but by being a trusted voice of encouragement. They may also help their mentee recognise opportunities in which they demonstrate competence, aiding reflection (Bandura, 1997). With the mentor embracing transformational leadership attributes, they will encourage the mentee to look for opportunities, help with challenges, and perceptions (Humphreys, 2005). They will be able to provide a personalised approach which will empower and help the mentee to develop their potential. The mentor, and their transformational leadership traits will have a lasting and positive impact.
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5.6.2 Professional Development
All teachers benefit from PD opportunities, and these rate highly amongst all career level teachers (Roberts et al., 2020; Thobega, 2003; Wang et al., 2020). Regardless of their career stage, challenges will be faced, and it is important to ensure that the PD available meets teacher needs (Sorensen et al., 2014). Unfortunately, due to the small-scale size of the AHS, school-based PD often focuses on larger mainstream areas within the curriculum. This means that AHS teachers are dependent on the HATA, industry and tertiary institutions for PD opportunities (Sorensen et al., 2014). PD must be varied as AHS teachers come with different backgrounds and experience. From this study, it was evident that more PD was desired, with 74.2% of respondents agreeing that this would be of benefit to them as a teacher.
With the ever-changing and evolving nature of the subject, continuous PD and upskilling is crucial. There was a consensus from the five participants in this study that this needs to be on-going and often. Teachers want to improve their subject knowledge and expertise in an effort to provide quality learning for their students, and improve student success (Shoulders, 2018). Findings from this study highlighted that industry was not a barrier when it came to PD, with Taylor sharing that “industry itself is better now at viewing us as a key component of their industry”. Support from industry greatly influences a teacher’s commitment and motivation to remain within the profession (Elliott et al., 2017). Participating in industry-associated PD also models to students that teachers are also learners keen to expand their knowledge and understanding, which can have a positive impact. As Traynor (2011) wrote, “students had a higher degree of respect for me as a teacher with my industry-linked professional development” (p.13). Community support was also acknowledged in this study, with three of the five participants sharing how appreciative they were of their community, and the support that they receive for their programme.
In addition to a mentor, findings from Phase Two illustrated how thankful and appreciative teachers are for the subject association (HATA), and the critical role that they play in supporting AHS teachers who are curriculum leaders in classrooms around New Zealand. This is not only in a professional capacity through resources and PD, but also creating strong collegial and collaborative networks. It is networking opportunities that provide a chance for teachers to reenergise by talking and sharing with other teachers (Smalley & Smith, 2017). It was suggested by Thobega (2003) that PD from the subject association is highly beneficial to those early career teachers. PD should
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ideally be part of a broader process of continual learning for all teachers (Mourão, 2018), and supported by the SLT (Mourão, 2018).
Authentic collaboration in a supportive group environment reinforces a teacher’s professional identity through creating change in their perception of themselves during personal and shared reflection, but is also a catalyst for professional growth (Rhodes et al., 2004). Four of the participants shared that the PD day put together by the HATA, Feilding High School and Massey University was one of the best PD opportunities that they had been a part of. The reason for this was that networks were nurtured, and teachers were shown ways in which concepts could be replicated and taught in their school using a science laboratory and basic equipment. This is of benefit to both beginning teachers and experienced teachers as they are always looking for ways to change their practice to make learning better for their students.
A teacher is more likely to engage with PD if they have increased self-efficacy as this has been associated with motivation and commitment within their role (Ellison et al., 2021). It was Rinke (2011) who identified that teachers who prioritise PD also want to work in an environment that supports their PD goals and needs. Findings from this study indicated that more PD is wanted by teachers. Examples from participants in this study included PD around interpreting standards and assessments, upskilling of content knowledge, and learning new ways to teach concepts through practical’s. The SLT and MOE need to prioritise this support from a logistics position and regardless of a school’s decile or region that a teacher teaches in, the PD opportunities available need to be equitable for all. It was (Allen & Sims, 2018) who wrote that the more supportive and forethinking a school is regarding PD, the greater the expertise gained, and the more success within the role. This has a direct impact on that individual staying in the profession.