title: Teacher appraisal - its relationship to motivation, collegial relationships, and pedagogical change in an early childhood context in Aotearoa New Zealand

authors: Shorter, Tanya

subjects: teacher appraisal

abstract: A continuing challenge for organisations, management and teachers in early childhood centres in Aotearoa New Zealand is the development, implementation, and sustainability of teacher appraisal systems as mechanisms for supporting learning opportunities for all participants.

The Ministry of Education (1998) states that “an effective appraisal system is a positive means of improving the performance of a service’s management and educators and, ultimately, the quality of the service itself” (p. 76). This raises an important question for early childhood leaders to contemplate: What characteristics of appraisal systems support learning opportunities for both teachers and children within an early childhood context in Aotearoa New Zealand?

The research project presented in this thesis examines two different systems of teacher appraisal and their relationship to teacher motivation, collegial relationships, and pedagogical change in an early childhood context in Aotearoa New Zealand. This qualitative inquiry was conducted within a socio constructionist framework, and used an interview approach to explore teachers’ experiences of two differing teacher appraisal systems. Data included interviews from four head teachers and five teachers, and their appraisal data over several years.

The literature reviewed highlighted that bureaucratic systems of teacher appraisal are likely to have been contrived from a political era where government reform significantly shaped an era of distrust. Approaches to appraisal systems tend to be defined as either ‘professional’ or ‘bureaucratic’ depending on their philosophical differences, and the way in which summative and formative evaluation are used within them. A range of signposts were identified which suggest, that when combined, they contribute to effective appraisal systems.

The findings indicate that appraisal systems can have a significant impact on the personal and professional lives of teachers. The ways in which teachers are positioned and valued in relation to their capacity to make professional judgements and evaluate their own teaching can generate negative or positive attitudes to teacher appraisal systems, creating high or low levels of motivation. A system of appraisal using predominantly summative assessment to measure teachers’ competency contributed to the deterioration of collegial relationships, feelings of mistrust, fear, nervousness, and tension around ‘periods’ of appraisal. A system with an emphasis on teacher development, rather than judgement, supported a culture of teacher collaboration, professional dialogue, interpersonal security, and trust. Analysis identified a series of themes and factors within a responsive system of appraisal which contributed to teacher motivation, collegial relationships, and pedagogical change.

This study offers stimulus for reflection and dialogue amongst early childhood leaders who aim to improve the performance of teachers, and the service itself. This study does, however, indicate that further investigation into teacher appraisal systems within a range of early childhood organisations and centres is required in order to provide a more extensive examination of ways in which teacher appraisal can be utilized as a means of inspiring teacher professional growth.

text: Teacher appraisal - its relationship to motivation, collegial relationships, and pedagogical change in an early childhood context in Aotearoa New Zealand A continuing challenge for organisations, management and teachers in early childhood centres in Aotearoa New Zealand is the development, implementation, and sustainability of teacher appraisal systems as mechanisms for supporting learning opportunities for all participants.

The Ministry of Education (1998) states that “an effective appraisal system is a positive means of improving the performance of a service’s management and educators and, ultimately, the quality of the service itself” (p. 76). This raises an important question for early childhood leaders to contemplate: What characteristics of appraisal systems support learning opportunities for both teachers and children within an early childhood context in Aotearoa New Zealand?

The research project presented in this thesis examines two different systems of teacher appraisal and their relationship to teacher motivation, collegial relationships, and pedagogical change in an early childhood context in Aotearoa New Zealand. This qualitative inquiry was conducted within a socio constructionist framework, and used an interview approach to explore teachers’ experiences of two differing teacher appraisal systems. Data included interviews from four head teachers and five teachers, and their appraisal data over several years.

The literature reviewed highlighted that bureaucratic systems of teacher appraisal are likely to have been contrived from a political era where government reform significantly shaped an era of distrust. Approaches to appraisal systems tend to be defined as either ‘professional’ or ‘bureaucratic’ depending on their philosophical differences, and the way in which summative and formative evaluation are used within them. A range of signposts were identified which suggest, that when combined, they contribute to effective appraisal systems.

The findings indicate that appraisal systems can have a significant impact on the personal and professional lives of teachers. The ways in which teachers are positioned and valued in relation to their capacity to make professional judgements and evaluate their own teaching can generate negative or positive attitudes to teacher appraisal systems, creating high or low levels of motivation. A system of appraisal using predominantly summative assessment to measure teachers’ competency contributed to the deterioration of collegial relationships, feelings of mistrust, fear, nervousness, and tension around ‘periods’ of appraisal. A system with an emphasis on teacher development, rather than judgement, supported a culture of teacher collaboration, professional dialogue, interpersonal security, and trust. Analysis identified a series of themes and factors within a responsive system of appraisal which contributed to teacher motivation, collegial relationships, and pedagogical change.

This study offers stimulus for reflection and dialogue amongst early childhood leaders who aim to improve the performance of teachers, and the service itself. This study does, however, indicate that further investigation into teacher appraisal systems within a range of early childhood organisations and centres is required in order to provide a more extensive examination of ways in which teacher appraisal can be utilized as a means of inspiring teacher professional growth.

year: 2013

title: Inhibitors to the Organisational Adoption of Gamification

authors: Jefferies, Dannette (Dannie) Louise

subjects: Gamification

abstract: This study looks at how organisations can use technology to engage, motivate, and reward staff by embedding game-like elements into business applications and processes through a phenomenon called gamification.

Gamification is an emerging phenomenon that has the potential to increase engagement, productivity and performance in organisations. It is the convergence of motivation theory, information systems, and the rise of digital communications systems. Gamification has been trending academically since 2010, and appears to support the human drivers of motivation and engagement through the appeal of both intrinsic and extrinsic rewards. Yet, while gamification appears to be a solution to the issues surrounding employee motivation, there is little documented evidence of successful enterprise integrations. 

Gamification may be the modern elixir to all that ails organisations as they struggle to attract, nurture and retain talented employees. However, if this is the case, then why are gamified practises not widely adopted by companies? 

Twelve participants were interviewed for this qualitative study. The first three participants work in software organisations that have first-hand experience with gamified product and process development. Next, a further nine participants were interviewed, three in the broadly-defined communications industry, three in finance, and one each in real estate, retail sales, and manufacturing. These participants were selected as potential users of gamification within an organisational context. 

The grounded theory methodology is used to explore the inhibitors to gamification techniques in organisations. Data collection strategies included in-depth interviews and grounded theory methodology techniques are used for data analysis.

This study found the adoption of gamification in organisations is largely inhibited by the infancy of the gamification industry as the availability of gamified platforms, and the demand from organisations is relatively low. It is expected that gamification will become more mainstream in the future as an applied business practice. 

Voluntariness is a critical factor within any managerial initiatives aimed at cultivating positive employee attitudes and experiences at work. The concept of employee consent includes mandatory fun events such as companywide social events as well as gamification systems.

The original contributions to knowledge of this thesis include two conceptual models.  The first draws on an existing model for game design and proposes that employee engagement is an emergent property of an open gamification system. Emerging from the combination of mechanics and dynamics creating an aesthetic experience that meets the motivational needs of employees and thereby evokes an emotional commitment to the organisation and furthermore, it motivates employees to focus on shared organisational and individuals’ goals. The second conceptual model draws on Hofstede’s organisational culture dimensions framework and posits that there may be a specific cultural pattern for organisations best suited for effective gamification. This study finds organisations with cultures that are goal-oriented; externally driven; easy-going work discipline; local; open systems; and have an employee orientation, are more likely to find gamification is an appropriate fit for their organisation.

In addition, this thesis distinguishes between gamification and organisational gamification and offers a unique definition for gamification implemented within organisations, which has been purposefully and strategically implemented.

text: Inhibitors to the Organisational Adoption of Gamification This study looks at how organisations can use technology to engage, motivate, and reward staff by embedding game-like elements into business applications and processes through a phenomenon called gamification.

Gamification is an emerging phenomenon that has the potential to increase engagement, productivity and performance in organisations. It is the convergence of motivation theory, information systems, and the rise of digital communications systems. Gamification has been trending academically since 2010, and appears to support the human drivers of motivation and engagement through the appeal of both intrinsic and extrinsic rewards. Yet, while gamification appears to be a solution to the issues surrounding employee motivation, there is little documented evidence of successful enterprise integrations. 

Gamification may be the modern elixir to all that ails organisations as they struggle to attract, nurture and retain talented employees. However, if this is the case, then why are gamified practises not widely adopted by companies? 

Twelve participants were interviewed for this qualitative study. The first three participants work in software organisations that have first-hand experience with gamified product and process development. Next, a further nine participants were interviewed, three in the broadly-defined communications industry, three in finance, and one each in real estate, retail sales, and manufacturing. These participants were selected as potential users of gamification within an organisational context. 

The grounded theory methodology is used to explore the inhibitors to gamification techniques in organisations. Data collection strategies included in-depth interviews and grounded theory methodology techniques are used for data analysis.

This study found the adoption of gamification in organisations is largely inhibited by the infancy of the gamification industry as the availability of gamified platforms, and the demand from organisations is relatively low. It is expected that gamification will become more mainstream in the future as an applied business practice. 

Voluntariness is a critical factor within any managerial initiatives aimed at cultivating positive employee attitudes and experiences at work. The concept of employee consent includes mandatory fun events such as companywide social events as well as gamification systems.

The original contributions to knowledge of this thesis include two conceptual models.  The first draws on an existing model for game design and proposes that employee engagement is an emergent property of an open gamification system. Emerging from the combination of mechanics and dynamics creating an aesthetic experience that meets the motivational needs of employees and thereby evokes an emotional commitment to the organisation and furthermore, it motivates employees to focus on shared organisational and individuals’ goals. The second conceptual model draws on Hofstede’s organisational culture dimensions framework and posits that there may be a specific cultural pattern for organisations best suited for effective gamification. This study finds organisations with cultures that are goal-oriented; externally driven; easy-going work discipline; local; open systems; and have an employee orientation, are more likely to find gamification is an appropriate fit for their organisation.

In addition, this thesis distinguishes between gamification and organisational gamification and offers a unique definition for gamification implemented within organisations, which has been purposefully and strategically implemented.

year: 2017

title: Proposed changes to Te Ture Whenua Maori

authors: Te Aho, Linda

abstract: This presentation will look at the proposed changes to Te Ture Whenua and a timeline for the changes.
• Examining current issues surrounding land and problems with Te Ture Whenua 1993.
• Explaining changes to the Maori Land Court and the new Maori Land Service

text: Proposed changes to Te Ture Whenua Maori This presentation will look at the proposed changes to Te Ture Whenua and a timeline for the changes.
• Examining current issues surrounding land and problems with Te Ture Whenua 1993.
• Explaining changes to the Maori Land Court and the new Maori Land Service

year: 2016