title: Performance of New Zealand’s secondary schools: A stakeholders’ perspective

authors: Malik, Arshad Ashfaque

subjects: School Performance

abstract: The performance of State secondary schools in New Zealand is currently measured by the schools’ performance measurement systems (PMS). The PMS are established by the schools’ boards of trustees in line with guidelines developed primarily by the Ministry of Education (MoE), while incorporating the requirements of the Education Review Office (ERO) and the New Zealand Qualifications Authority (NZQA). The PMS focuses on the performance of teachers, as well as the principal and the school, but all are assessed from a stewardship oriented perspective, that does not adequately reflect the expectations of a school’s nongovernmental stakeholders. The purpose of this research is to determine the key stakeholders of State secondary schools in New Zealand and identify their key performance factors (KPFs) and associated key performance indicators (KPIs). This research employed a mixed methods approach, guided by the pragmatist paradigm. This study used a sequential research design consisting of a qualitative method (semistructured interviews) followed by a quantitative method (questionnaire). Stakeholder theory provided the theoretical basis for identifying the schools’ stakeholders, and the theory of stakeholder salience gave the rationale for identification of the schools’ key stakeholders. Two performance measurement frameworks, “strategic factors” and the “portfolio approach” informed this research in identifying the KPFs and associated KPIs of the key stakeholders. This research has identified eight key stakeholders of State secondary schools in New Zealand. They include three Crown entities: ERO, MoE, NZQA, “one statutory body” the board of trustees (BOT), and four nongovernmental stakeholder groups: teachers, parents, students, and the community. The schools’ PMS do not adequately reflect the expectations of nongovernmental stakeholders. Thus, this study has chosen to identify the KPFs and associated KPIs of the two most salient nongovernmental stakeholders, i.e., teachers and parents. This research has identified seven KPFs for teachers in addition to a number of KPIs that indicate the status of the KPFs. Four of the seven teachers’ KPFs: 1) workload, 2) safety, 3) support, and 4) resources reflect issues concerning individual teachers. On the basis of these findings, a holistic teachers’ performance management process for schools has been proposed. This process recognises the transactional relationship between management and teachers, required to improve schools’ performances. This study has also identified seven KPFs for parents; the two most salient are “quality teachers” and “communication” as they influence four other parents’ KPFs. The findings of this investigation have implications in two areas: 1) the management of the schools, and 2) the educational policy of the government. School management needs to provide quality teachers, adequate support to teachers and students by improving the “management system” of schools in line with expectations of teachers and parents, while ensuring safety at all times in schools. The government’s education policy should focus on the following: reducing teachers’ nonteaching activities; providing skills to teachers so that they can engage cross-culturally as well as with students from adverse backgrounds, and inducting individuals into the teaching profession who see teaching as a service/dedication to a cause and not merely a means to earn a living. It is expected that a holistic, stakeholder-focused, and transactional relationship between the school and its stakeholders will result in greater engagement between the schools and their stakeholders, leading to beneficial outcomes for both schools and for society at large such as lower truancy, and improved academic achievement.

text: Performance of New Zealand’s secondary schools: A stakeholders’ perspective The performance of State secondary schools in New Zealand is currently measured by the schools’ performance measurement systems (PMS). The PMS are established by the schools’ boards of trustees in line with guidelines developed primarily by the Ministry of Education (MoE), while incorporating the requirements of the Education Review Office (ERO) and the New Zealand Qualifications Authority (NZQA). The PMS focuses on the performance of teachers, as well as the principal and the school, but all are assessed from a stewardship oriented perspective, that does not adequately reflect the expectations of a school’s nongovernmental stakeholders. The purpose of this research is to determine the key stakeholders of State secondary schools in New Zealand and identify their key performance factors (KPFs) and associated key performance indicators (KPIs). This research employed a mixed methods approach, guided by the pragmatist paradigm. This study used a sequential research design consisting of a qualitative method (semistructured interviews) followed by a quantitative method (questionnaire). Stakeholder theory provided the theoretical basis for identifying the schools’ stakeholders, and the theory of stakeholder salience gave the rationale for identification of the schools’ key stakeholders. Two performance measurement frameworks, “strategic factors” and the “portfolio approach” informed this research in identifying the KPFs and associated KPIs of the key stakeholders. This research has identified eight key stakeholders of State secondary schools in New Zealand. They include three Crown entities: ERO, MoE, NZQA, “one statutory body” the board of trustees (BOT), and four nongovernmental stakeholder groups: teachers, parents, students, and the community. The schools’ PMS do not adequately reflect the expectations of nongovernmental stakeholders. Thus, this study has chosen to identify the KPFs and associated KPIs of the two most salient nongovernmental stakeholders, i.e., teachers and parents. This research has identified seven KPFs for teachers in addition to a number of KPIs that indicate the status of the KPFs. Four of the seven teachers’ KPFs: 1) workload, 2) safety, 3) support, and 4) resources reflect issues concerning individual teachers. On the basis of these findings, a holistic teachers’ performance management process for schools has been proposed. This process recognises the transactional relationship between management and teachers, required to improve schools’ performances. This study has also identified seven KPFs for parents; the two most salient are “quality teachers” and “communication” as they influence four other parents’ KPFs. The findings of this investigation have implications in two areas: 1) the management of the schools, and 2) the educational policy of the government. School management needs to provide quality teachers, adequate support to teachers and students by improving the “management system” of schools in line with expectations of teachers and parents, while ensuring safety at all times in schools. The government’s education policy should focus on the following: reducing teachers’ nonteaching activities; providing skills to teachers so that they can engage cross-culturally as well as with students from adverse backgrounds, and inducting individuals into the teaching profession who see teaching as a service/dedication to a cause and not merely a means to earn a living. It is expected that a holistic, stakeholder-focused, and transactional relationship between the school and its stakeholders will result in greater engagement between the schools and their stakeholders, leading to beneficial outcomes for both schools and for society at large such as lower truancy, and improved academic achievement.

year: 2011

title: Do youth in sport stay out of court? Insights and recommendations for families, coaches, community groups, sports organisations, and policymakers

authors: Clarke, Gloria Hinemoa

abstract: In Aotearoa New Zealand, rugby and rugby league are popular sporting codes, historically and particularly among males. In their 2023 annual reports, New Zealand Rugby reported 147,434 registered participants, while New Zealand Rugby League reported 28,180. Both institutions have also developed equity, diversity and inclusion strategies aimed at nurturing the participation and involvement of women and girls, as well as Māori and Pacific communities. However, while both codes have recorded an increase in female participation, there has been a gradual decline in male participation (Cully, 2023; Radio New Zealand, 2023; Wilson, 2022). This decline in sport participation has also been noted by (former) Principal Youth Court Judge Andrew Becroft, who found that young male offenders are often not involved in sport (Bruce, 2013; Sport NZ, 2018). 

This report summarises the findings of a study that examines sports attrition in relation to youth offending. In that study, the author (Clarke, 2012) examined the childhood and youth sporting experiences and illegal activities of five young men aged between 18 and 25 years old. 

The aim of this report is to provide insights into how these young men became involved in sport and why they dropped out, how they became involved in crime, and possible links between their sport participation and offending. Their experiences highlight several issues that can be addressed by parents/caregivers, clubs, sport administrators, coaches, community groups, sports organisations, and policymakers. 

In course of the study, six key observations were made. For these young men:
1. rugby and or rugby league were their primary and final sporting codes; 
2. these sports were or had become ‘just a game’;
3. aggressive coaches diminished their enjoyment and commitment to sport;
4. their parents/caregivers were absent from their sporting lives; 
5. their participation in sport and crime was simultaneous; and
6. the collision aspect of rugby and rugby league may have helped to facilitate their offending.

In this document, the names of these young men have been replaced with aliases. To provide the reader with a richer and deeper understanding of the issues, the report features a number of their stories and reflections (edited for readability only). The research methods are briefly outlined in Appendix 1. Sources included in this report are listed in the References section. For a fuller review of the literature and the research analysis refer to the original research document (Clarke, 2012).

text: Do youth in sport stay out of court? Insights and recommendations for families, coaches, community groups, sports organisations, and policymakers In Aotearoa New Zealand, rugby and rugby league are popular sporting codes, historically and particularly among males. In their 2023 annual reports, New Zealand Rugby reported 147,434 registered participants, while New Zealand Rugby League reported 28,180. Both institutions have also developed equity, diversity and inclusion strategies aimed at nurturing the participation and involvement of women and girls, as well as Māori and Pacific communities. However, while both codes have recorded an increase in female participation, there has been a gradual decline in male participation (Cully, 2023; Radio New Zealand, 2023; Wilson, 2022). This decline in sport participation has also been noted by (former) Principal Youth Court Judge Andrew Becroft, who found that young male offenders are often not involved in sport (Bruce, 2013; Sport NZ, 2018). 

This report summarises the findings of a study that examines sports attrition in relation to youth offending. In that study, the author (Clarke, 2012) examined the childhood and youth sporting experiences and illegal activities of five young men aged between 18 and 25 years old. 

The aim of this report is to provide insights into how these young men became involved in sport and why they dropped out, how they became involved in crime, and possible links between their sport participation and offending. Their experiences highlight several issues that can be addressed by parents/caregivers, clubs, sport administrators, coaches, community groups, sports organisations, and policymakers. 

In course of the study, six key observations were made. For these young men:
1. rugby and or rugby league were their primary and final sporting codes; 
2. these sports were or had become ‘just a game’;
3. aggressive coaches diminished their enjoyment and commitment to sport;
4. their parents/caregivers were absent from their sporting lives; 
5. their participation in sport and crime was simultaneous; and
6. the collision aspect of rugby and rugby league may have helped to facilitate their offending.

In this document, the names of these young men have been replaced with aliases. To provide the reader with a richer and deeper understanding of the issues, the report features a number of their stories and reflections (edited for readability only). The research methods are briefly outlined in Appendix 1. Sources included in this report are listed in the References section. For a fuller review of the literature and the research analysis refer to the original research document (Clarke, 2012).

year: 2025

title: Kaumātua mana motuhake: Kaumātua managing life-transitions through tuakana-teina/peer-education

authors: Hokowhitu, Brendan

abstract: People face signifi cant transition points as they age, such as loss of independent living, loss of a spouse and changing health conditions. Successfully navigating these transitions depends on being able to manage emotional and socio-economic factors, as well as service systems, while often being reliant on family or whānau. Historically however, kaumātua have faced a dominant society that has failed to realise their full potential as they age. Yet, for Māori, kaumātua are “carriers of culture, anchors for families, models for lifestyle, bridges to the future, guardians of heritage and role models for younger generations.” Kaumātua mana motuhake is invested in upholding kaumātua tino rangatiratanga (independence and autonomy) via high-quality Māori research that will lead to better life outcomes for kaumātua and their whā nau.

text: Kaumātua mana motuhake: Kaumātua managing life-transitions through tuakana-teina/peer-education People face signifi cant transition points as they age, such as loss of independent living, loss of a spouse and changing health conditions. Successfully navigating these transitions depends on being able to manage emotional and socio-economic factors, as well as service systems, while often being reliant on family or whānau. Historically however, kaumātua have faced a dominant society that has failed to realise their full potential as they age. Yet, for Māori, kaumātua are “carriers of culture, anchors for families, models for lifestyle, bridges to the future, guardians of heritage and role models for younger generations.” Kaumātua mana motuhake is invested in upholding kaumātua tino rangatiratanga (independence and autonomy) via high-quality Māori research that will lead to better life outcomes for kaumātua and their whā nau.

year: 2017