Edward Booth, Gurmit Singh, Michael Wilson and Govinda Lingam

This research is a collaborative project by staff from Lautoka Teachers' College [LTC], University of South Pacific [USP] and Wollongong University. The inquiry is a preliminary interpretive investigation that explores the changes and influences on primary teachers' work in Fiji over a five-year period to 1997. In the ten years since the 1987 coups there have been extensive curricular and personnel changes in school education in Fiji. The Ministry of Education has been progressively moving toward an eight year model of basic [primary] education.

While the focus of this paper is on the changes in the work of a sample of primary teachers in Fiji, there is a much wider international discussion on teachers' work and teachers' capacity to effectively cope with or alternatively manage change imposed on schools and teachers. Writers in a variety of contexts have recently examined the globalization, restructuring and market driven systems of school provision. Hargreaves (1994) and Clandinin (1994) write of the North America scene, Boyle & Woods (1996)) focus on Britain and Mander (1997), Seddon (1997) and Smyth et al (2000) Australia.

Smyth's recent work explores a labour process theory of teachers work to consider the nature and impact of control on curriculum conception and implementation against the strategies teachers use to maintain their professional status. Themes cover intensification, deskilling, accountability and testing within contexts of decentralisation and devolution. Countering in part these de-professionalising trends are evidence of collaboration and strategic adaptation of centre imposed changes by teachers.

The Fiji teachers' survey included questions about professional development, curriculum and administrative change as well as local and personal factors. Teachers were also asked what could happen if a number of other changes could be made in their work as teachers and in their school environment. In this paper, the focus will be on; (i) the changes that have occurred in teachers' professional lives, (ii) influences on those changes, (iii) factors contributing to improvements in student learning, (vi) future changes and (v) a reflection by the teachers on their participating in the study.

The more recent coup in May 2000 has created tensions in all aspects of public administration in Fiji. The levels of damage to primary education and teacher perceptions of their work are yet to be assessed. Many Indo-Fijian teachers left the school sector following the 1987 coups. It is anticipated that this loss of skilled expertise will only be exacerbated by the recent political upheaval in Fiji.

The data gathering exercise itself stimulated extensive reflective discussions by many teachrs in the schools. The student teachers' involvement in data gathering enhanced their perspective about what it was like to be a teacher. The outcomes of the inquiry will be of particular interest to teacher educators, beginning teachers, Fiji Ministry of Education and it's Curriculum Development Unit, the two teacher unions, schools and potentially by the currently stalled review of education by the Fiji Islands Education Commission 2000 (Fiji Government, 2000).

Fiji became independent nation from Great Britain in 1970. The racial mix and balance between the indigenous Fijians and the Indian population have dominated political processes. Military coups in 1986 and 1987 led to the suspension of the 1970 constitution. The ramifications of the armed coup in May this year have yet to be resolved.

Most primary schools have locally elected management committee [MC]. This group which may have either a religious or a community constituency, have a responsibility to provide a link to the community as well as the enhancement of resources for the school. In some cases the MC will have influence on the selection of the Head Teacher.

Fiji Teachers' Association [FTA] represents Fijian primary and secondary teachers and Fiji Teachers Union [FTU] primarily represents Indo-Fijian teachers. Usually both associations work together in the industrial arena for teachers' pay and conditions as well as in some areas of professional development.

An Education Commission had commenced its review and assessment of the nation's educational system prior to the recent coup. The Commission's focus was on how to prepare young people for active and productive lives within a context, which faces rapidly changing national, regional and international challenges. The provision and quality of all educational were to be reviewed.

Since the Jomtien Conference in 1990, the UNESCO report suggests that Fiji has made good progress in "supporting basic education focussed on capacity building for expanding access to, and improving the quality of education" (UNESCO, 2000, p4).

The prospects [Part III] of the EFA country report (UNESCO, 2000) identifies 24 challenges. These include the provision of a "flexible, innovative and rigorous curriculum", "maintaining community partnerships" and "strengthening primary education resources as well as the knowledge and skill base of teachers and ensuring that their professional needs are supported. " Further in clause 11.10 the document states the " ...need to focus on quality and improvement in educational provision..." and this is reinforced in terms of the context of this inquiry in 11.18 by which recommends "...to develop and support a professional teaching force which is responsible and responsive to both learning and the learner." The report reinforces the importance of the critical relationships between teachers and learners.

Education Fiji 2020 and the UNESCO review both give a strong emphasis for further educational development in Fiji. Objectives identified include; focusing on participation, a learning culture with community recognition and partnerships in management, recognition of multicultural heritage as well as having students becoming informed citizens in a technological world.

From the value perspective, Baba (1993) argues for emphasis to be given to what the Fijian culture and language terms Yalomatua - the development of a sense of wisdom (maturity of mind and spirit). Thaman (1995) in the Tongan context argues that for the attainment a modern 'job' orientated education, it is imperative that traditional indigenous discourses, structures and processes are not lost.

The complexity of teachers' work has been well documented by Hargreaves (1994), Sungalia (1991), Seddon & Brown (1997) and Mander (1997). Curriculum and structural change has become a constant factor in school systems and in the workplaces of teachers. The change literature debates the relative importance of the coping reactions versus the resistance strategies employed by teachers in the face of successive top down, market and management driven change. Mander (1997) argues that the analysis identifies the significance of teachers' defensive coping reaction as well as the individuality of teachers' professional identities where they see changes providing opportunities. She highlights the often contradictory impact of change on teachers and their work.

Some theorists Apple (1996), Ball (1994) and Popkewitz (1994) argue the processes of capitalistic and corporate managerial control which works toward the de-professionalisation of teaching through decentralisation, increased accountability through formal assessment and attempts to diffuse dissent. In many large systems, Hargreaves and others argue that teachers are generally excluded from policy debates except in their role as 'qualified technicians'.

Smyth et al (2000) argue that a labour process theory of teachers work provides a robust theoretical framework to explain what has happened to teachers work in a globalizing economy. They argue the theory provides a framework to describe what is happening to teachers and for policies and strategies to redress the crisis.

The teachers labour process within a publicly funded school system is more complex than the classic 'factory model' of labour. The social relationships of 'professional teachers' involved in producing the desired 'student outcomes' is mediated by the curriculum and pedagogy in it's explicit and hidden specifications. Hence the control systems used by bureaucracies are moderated by school and individual teacher practices which are in part focused on 'caring relationships' for students and teaching colleagues.

Mander argues that the binary debate between an autonomous professionalism versus a determined instrumental role for teachers through structural and curricula controls misses the subtle ways in which teachers adapt and modify their work. Maulder suggests that teachers have raised their professional status by focussing on improving their knowledge base and teaching practices with a focus on improving outcomes for their students.

The crisis in teachers work identified by Smyth is characterised by an intensification of teachers work and damaged student-teacher relationships through the intrusion of a wide range of market forces. Teachers have lost their role in policy making and Smyth considers that the capacity for critical thought and reflection have been significantly eroded in the intensification process. Flatter work structures have created unreasonable expectations and commitments which become institutionalised by teachers themselves in the 'self-governing' school.

While Fiji's primary school system is less technologically sophisticated and resourced in it's infrastructure however, there are growing pressures for rapid change through the enhancement of curricula, teacher skills and teaching materials. Evidence of these changes are have been flagged in Education Fiji 2020 and the recently stalled Education Commission. Recent political events may initiate a significant emigration of skilled teachers to rim countries which have already entered a period of significant teacher shortage. Fiji's primary education system is now apart of a global education processes.

The study is an interpretive inquiry which was designed to provide an initial descriptive 'snap-shot' of primary teachers work in Fiji. No previous research was identified in the area. The purpose of the inquiry was to explore how primary teachers perceived the influences and changes in their work over the five year period to 1997.

The research questions asked; (i) What changes have occurred in primary teachers' work? (ii) What influences have contributed to these changes? (iii) What factors have contributed to improvements in student learning? and (v) What further changes would enhance the work of a teachers? At the end of the survey the teachers had an opportunity to reflect of their participation in the study.

The survey instrument was developed collaboratively by the research team over a two-year period and trailed with a small sample of teachers and the lecturers at Lautoka Teachers' College. The survey included both structured and opened-ended questions to facilitate a wide a range of responses from the teachers. Sections of the instrument covered teacher's prior training and professional development, changes [positive and negative] that had taken place in their schools and specific changes in their classroom pedagogy. Each teacher had an opportunity to explore what changes and possible consequences they would like to see in the future. The responses to the final reflection question suggested that few teachers had ever been asked to review and reflect on their work.

Over 200 primary teachers from all administrative divisions of Fiji were surveyed by beginning second year students from the Lautoka Teachers' College while they were on a home based practicum in February 1998. Each second year student teacher arranged for the completion of at least one survey. Of the responses 198 reasonably completed surveys were tabulated and analyzed.

The study represented a 4 per cent sample of Fiji's 5005 primary teachers. The teachers were from approximately 20 per cent of Fiji's 709 primary schools.

A wide range of years of teaching service (1 to 37 years) was reflected in the group. Approximately half were teachers who held some form of promotion Head [HT], Assistant Head [AHT] and Executive Teachers [ET] in the school [Table 1]. Overall the group were experienced professionals with HTs, Assistant Heads and ETs all with more than an average of 20 years of experience. In all survey schools Head Teachers had teaching responsibilities. Assistant teachers had an average of 12 years of experience. While the majority of primary teachers surveyed had approximately 20 to 24 years of teaching [Appendix 6], 30 per cent were in the narrower experience band with five to ten years of teaching [YOT] experience.

Female teachers comprised 64 per cent of the sample. Women were under-represented in Head Teacher positions (6%) as a percentage of their gender compared to men (20%) [Appendix 5]. However in Assistant and Executive Teacher roles women were more or less equally represented as a proportion of their numbers in the sample.

The sample was balanced between staff teaching junior classes [1 to 5] and senior classes [6 to 8] [Appendix 2]. No non-teaching Head Teachers were identified in the sample. HTs and AHTs were primarily teaching grades 5 to 8. Executive Teachers taught through the full range of grades.

The majority of primary teachers (81%) have an initial two-year Teachers' Certificate [Appendix 3] from the old Nasinu College or Lautoka Teachers' College. Many of the teachers with many years of service [in the 'other' category] may not have a Certificate and have progressed in the system on the basis of good service. A very small number of staff have an initial degree [2] or a Diploma [6], three of these teachers were graduates of Fulton College which has a three year program and two had completed a USP award.

The open-ended responses from 198 more or less complete surveys were thematically coded and entered into an Excel spreadsheet together with the fixed response data. The research teamed refined the categories for the open-ended questions through several interactions. Despite this process category saturation was not achieved as the diversity of the response to several questions still gave an unsatisfactory number of 'other' responses. Data tables were extracted from the spreadsheet using the Pivot Table Wizard in Excel. The findings are presented as a total group and by position in school. Several of the data categories were analyzed by years of teaching and class taught in 1997. The teachers were not asked to identify their ethnicity.

Gurmit Singh is a former teacher, principal of LTC and currently works in professional development in the Institute if Education at USP. Govinda Lingam is a former teacher and is currently a lecturer at LTC. Michael Wilson is a former teacher and teacher educator with experience in PNG and at University of Wollongong. Edward Booth is a former teacher and has taught at USP and has a continuing involvement with Fiji schools and LTC through consultancy and a Fiji based teaching practice program with students for Wollongong University.

The findings in this paper will focus on six themes: (1) teachers' formal and informal professional development opportunities, (2) teachers' perceptions of changes in their work, (3) the influences on teachers work, (4) the factors contributing to improvements in student learning, (5) change options and finally (6) reflections on particiating in the study. All the data tables report the findings by position in school and in some instances by years of teaching and/or the grade taught in 1997.

A number of teachers had completed formal upgrading programs through the USP Extension program. Two had completed a degree and 14 a Diploma. In 1998, 20 teachers identified that they completed some form of external upgrading program [Appendix 4]. USP Extension was the most important provider of courses. Those undertaking inservice at Nasinu TC were involved in an Australian funded upgrading program [BEMTUP] to enhance their skills and knowledge for teaching in grades 7 and 8. There was a larger proportion of women who had completed a diploma level qualification.

At the school level the survey allowed for three responses for in-school courses or workshops over the past five years [Table 2]. English was by far the most extensively covered area with 42 per cent of the Executive teachers and 37 per cent of teachers attending a course or workshop. Hindi and Mathematics ranked as the next most attended courses, followed by attendance at Social Science and BELS workshops. The other category was quite diverse and included a number of administrative type meetings, particularly for Head Teachers who rarely attended the subject based workshops.

Executive teachers and assistant head teachers were the most active attendees of in-school level workshops or courses with an average of 1.7 courses over the five-year period. Teachers who attended an average of 1.2 activities were the least likely to have attended an in-school professional development workshop. A search of the data-base indicated that ten per cent of teachers did not record attending any in-school PD activity.

Out of school inservice activities [Table 3] reported varied from undertaking formal USP extension courses, Ministry or teachers union workshops to 'social activities'. Many activities too diverse to list were categorised as 'others'. Space was available on the questionnaire to list several activities. There was some similarity in the responses to this question with the data presented in Table 2. Teachers, head and assistant head teachers were well represented in the USP extension programs (17% to 19%) as a proportion of total activities. Overall 22 per cent of the primary staff survey reported that they were involved in formal USP inservice programs in 1997.

Teachers were well represented in sports club involvement, which they considered a form of 'professional development'. Heads and AHTs were understandably well represented in workshops and leadership seminars. A small number teachers did not answer the question.

The range and diversity of teachers' formal and informal professional development activity over the last five years was extensive. The study was not able to gauge the access that rural and isolated teachers had to programs. USP extension courses appeared to be accessible to a number of teachers who identified the remote location of their schools. While the provision of programs appeared extensive, for teachers it was on average only one experience every three years! The call for a substantial increase in access to programs to become familiar with new syllabi and approaches to teaching was a recurrent theme in the findings.

"What changes have taken place in your work place as a teacher over the last 5 years?" was used to explore the changes in each teacher's work. Four spaces were provided and the adjacent blank page asked the respondents to "give an example with each point if possible".

Nine major categories were identified in a sampling of the responses as well as nil and no response. The data are presented by the teachers position in the school (Table 4), by gender (Appendix 5) and by years of teaching [YOT] in Appendix 6.

Teachers reported a very wide range of changes in their four responses (Table 4). The changes over the past five for the whole group are ranked in Table 4. Changes in facilities and educational resources (itself covering a wide range) were the most frequently mentioned changes followed by new teaching methods and having a new HT or school management. The largest category however was the 'other' responses which were too diverse to categorise in the identified categories. Further analysis is needed to extend and deepen the existing categories for this question

Frequency scores for 4 choices and % by category

Findings by position in school

There were a number of variations when the data were analysed by position in the school [Table 4]. Executive teachers were the most likely to cite 'other' factors (36%) and AHTs were the most likely to have 'no response'. Teachers most frequently identified new subjects, curricula or classes as the basis of change (11%), new teaching methods and a change in school leadership (7%), new programs (6%) and childrens' attitudes and changes in the school roll (2%).

Head teachers (27%) and to a lesser extent AHTs (23%) and ETs (24%) were influenced by new facilities or educational resources coming to the school. ETs and teachers (8% and 7%) were influenced by a new school manager or the arrival of a new HT (7 to 8%).

Findings by the teachers' gender

No differences were identified between female and male teachers [Appendix 5].

Findings by teachers' years of teaching

When a teachers years of teaching was considered [Appendix 6], two 5 year periods were identified for initial analysis. Those in the five to nine years of service group represented 27 per cent of the sample. This group reported changes in their work as a consequence of new programs [44%], new teaching methods [39%] and changes in school roll [36%], PD [30%] and new subjects [25%].

Teachers in the more experienced group with 16 to 21 years of experience represented 33 per cent of the sample. This longer serving group identified new facilities and resources [41%], new subjects and classes [41%], new HT or a new school manager [34%] and new teaching methods were less frequently mentioned.

Following the open ended question on changes that had taken place in their work, teachers were asked to identify on a check list if any of 21 specific changes if had occurred in their experience and whether it was major (4) to minor (1) change on a four point scale. The specific changes were selected by the research team following extensive discussion and from the trials of the survey. Each item was ranked by a mean weighted [MWS] score [Table 5].

Ten of the twenty specific changes listed in the survey were identified by more than 80 per cent of the respondents. While many changes were identified, there was a marked variability in the perception of their importance as far as the teachers were concerned. The short open-ended explanations requested for three or four of the changes that were marked as 'major' provided some insight into teacher thinking about the issues. The changes ticked and then subsequently scored by the level of importance ranged across areas where there had been in-service initiatives, new resource materials and policy initiatives from the Ministry. Other areas listed as being important have their origins in more local and personal sources.

A listing of the eleven most frequently identified changes follows [from Table 5] with extracts from the teachers explanation for the importance of the change in their work experience. An analysis of the specific changes by the teachers position in school is documented in Booth et al (2000).

Almost all (93%) of the primary school respondents considered changes in teaching methods had impacted on their work. 81 per cent of school personnel who identified this change marked it as 'important' or 'major'.

A female teacher with six years of experience but new to her current school reported that she had to change her methods to suit the new curriculum as well as to challenge the children "...whose knowledge and understanding was much broader than my last school."

Most [90%] staff reported a move to group work with 76 per cent reporting it to be an 'important' or 'major' change. Except for Head Teachers, over half of all other staff ranked this change as 'major'.

A female Executive teacher with 19 years of experience, 16 in her current school reported how her up-grading experiences [USP Diploma and the Whole Language Approach workshop] had reinforced the approach of "getting children to interact with one another for discussion".

3^rd - More involved in counseling students

88 per cent of staff identified this change as being a significant change for them. Of those who did, 75 per cent considered it 'important' or 'major'.

A female teacher with 30 years of experience reported that "counseling students with their parents on their progress, personal health, books and other things is a good way to get achievement".

4^th - Using different assessment approaches

83 per cent identified this change and 75 per cent of these teachers identified it as 'important' or 'major'. Assistant head teachers [70% as 'major'] were the strongest reporters of this change.

A female Head Teacher with over 30 years experience suggested that the workshop "Classroom Skills" had helped her in recording daily work of pupils using running records on informal work which she said was used when reporting to the parents.

A female executive teacher with five years in her current school reported how they have been trying to complete our Blue Print for each subject taken. "We have found that the questions are distributed evenly using the various skills of questioning."

5^th - Changed student class activities & using new materials or resources

Although 86 per cent of primary staff reporting this change, it was surprisingly executive staff who most reported 'important' or 'major' use.

A female teacher with 22 years of experience reported that the "... new Maths texts makes it easier for the children as they can work at their own pace while the advanced learners can move on and work independently while I can work individually with the weaker ones."

79 per cent of staff checked the item and 72 per cent of all respondents identifying the change as reported 'important' or 'major'.

The female Head Teacher reported above acknowledged the importance of the new "Moral [family] Education syllabus and the added interest and valuing that pupils show in the new Elementary Science syllabus.

A new AHT with 25 years of experience reported that new subjects makes teaching more interesting for the children and me. There's lots of extra preparation!"

7^th - Changed ways of reporting to parents

While a large number of the sample [87%] identified this change, there was a wider spread in its considered level of importance. While 75% of Head Teachers ranked it as 'major', the priority slipped in importance down the status level of the school to where over half the teachers scored it as only 'some' or 'important'.

A female teacher with 20 years of experience and eight years at her current school as Executive teacher of year 8 identified the use of the BELS program in reporting and counselling parents.

8^th - Changes in school leadership

Using the MWS. 81 per cent of staff identified the change with 69 per cent reporting it to be an 'important' or 'major' change. Not surprisingly 90 per cent Head Teachers considered it a 'major' change with the significance dropping through AHT [74%], ET [73%] and 69 per cent of teachers considering it 'important' or 'major'.

A female teacher with 18 year experience and four years in her current school reported that the "... new head was exposed to all types of teaching and learning which he was able to share".

A male teacher who had been 17 years in the one school said that a change in Head Teacher had enabled him to "...learn from two different ways of administration".

9^th - Being promoted

While only 60 per cent of the respondents [118 of the 198] reported this change in their experience (Table 5) , all Head Teachers and AHTs not surprisingly, considered it 'important' or usually 'major'. Most teachers on the other hand considered this change as being 'minor'. Promotion for teachers may have been considered a movement up the teacher pay scale.

A female Head Teacher in her third year as head after 34 year of teaching reported that "...to know that my long years of service is appreciated and acknowledged".

"This is my first year as head of a rural school in Vanua Levu. Learning about the community has been a big challenge for me coming from an urban school."

10^th - Helping to resolve student disputes

A high proportion [85%] of primary staff reported this to be a change in their work. Executive teachers were the least likely [65%] to report this change as 'important' or 'major'. Teachers and the other executive staff [82 - 85%] indicated this change to be 'important' or 'major'.

11^th - Changing schools

While the number reporting this change was higher [84%] than the impact of a new head there was a wide spread, almost polarized set of teachers' views on the importance of this change. Head Teachers and AHTs were particularly strong in their views about the importance of this change.

A male executive teacher with five years at his current school and a 20 year career said, "It is good to change schools every three years. Too long in a place is no good!"

A female teacher with 19 years of experience who was promoted to Executive teacher in a rural school commented, "I'm now able to appreciate and learn more about my own culture being here in a rural school".

Improvements in facilities and resources, new curriculum, changes in the school HT or management and pedagogical issues were the major changes cited in the open ended responses. In reflection it is acknowledged that the open ended response categories were not sensitive enough to the diversity of changes. The data in the specifically identified changes identified a much stronger emphasis on pedagogical changes reflected in new methods of teaching and organising student learning and assessment. Resource support was the second major area of change that corresponded with the opened data. New curricula and the impact of changing school leadership corresponded as the third and fourth major areas of change in teachers' work.

Except for some of the pedagogical changes most pressures had their origins outside the immediate control of the teacher or the school. Recurrent resourcing, teacher appointments and curricula are Minsitry responsibilities. Local school management issues while local in origin are usually outside the immediate control of the assistant teachers. Heads can often successfully negotiate their way through the micro-political tangle of local MCs.

This section of the survey listed 26 specific influences [Table 6] that were identified by the research team from their experience and from the pilots. The primary teachers were asked to tick if the influence was 'applicable' and then to assess using a four-point scale whether the influence was positive (4) or negative (1). Teachers were then asked on the adjacent blank page of the survey to 'comment about two of the most positive and two of the most negative influences on their work. In about eight to ten per cent of the responses there was inconsistency between the tenor of their free comment and their structured response. Several examples will be given below to illustrate this response pattern.

The number of respondents responding to each item was identified using the pivot table wizard in Excel and the percentage of the total sample calculated [columns 4 and 5 in Table 6]. A weighted mean was then calculated for those responding for each item using a sliding weighting of 4 for positive to 1 for negative. The mean scores by influence are presented in rank order in Table 6 [columns 2 and 3].

Table 6 Influence on Teachers Work

The data were further tabulated by current position in the school [Appendix 7]. Influences that demonstrated differences in the ranks by weighted mean and percentage responding were further explored by class taught in 1997 and years of teaching.

• Qualification upgrades and assistance from Head Teachers

A qualification upgrade with a mean of 3.55 was the most positive change influence and reported by 76 per cent of the teachers. Other data [Table 3] indicates that 22 per cent of sample had or were undertaking a formal course. It could be interpreted that many of the teachers generalised the experience of others to themselves or extolled the virtues of further study. "All teachers should be continually upgrading themselves." One HT put it bluntly, "... I always encourage my teachers to upgrade their qualification through USP extension studies. I am setting the example."

Head Teacher support [3.51] and inservice workshops [3.53] were the two most agreed upon positive influences on teachers work. They were reported by 90 and 87 per cent of the respondents. A male teacher with two years of experience reported that "...the HT helps and guides me during my times of problems and always stands there eager to help with first hand information." A female ET with 22 years of experience and extensive inservice qualifications said, "...the HT has been a model worth emulating. A real stickler for punctuality - very dedicated and well informed on school programming. She interacts well with her staff."

• Contact with parents

Parents contacts [3.45] were identified by 83 per cent of teahcers. An experienced 6^th grade teachers spoke of how her talks with parents had played a major role in the lifting the children's attitude to education and their progress. A teacher new to his current school reported how talking with the parents gave him a good understanding of the childrens' background and ideas for solving problems. While the majority of comments were supportive statements, a few were quite critical of parent attitudes while ticking a positive box. "There is a lack of interest shown by the parents and students towards learning in my school. Some parents feel that once the children are sent to school it is the teacher's responsibility to educate them. Parents do not expect homework to be done."

• Inservice workshops, contacts with parents and internal exams requirements

The value on inservice activities has been a recurrent theme in the study. An ET who had recently commenced teaching a grade 1 & 2 composite class explained, "...the workshop on New Shared Reading Approach was indeed an eye-opener for me. I had no inkling from my training many years ago how to teach reading where the children so love and enjoy the learning". Another senior female teacher reported that the "...inservice courses organised by the HT for the new methods of assessment, keeping student profiles and blueprints for exams and counselling parents were really helpful."

• Other highly reported influences

Internal exam requirements [3.44], new teacher guides [3.38] and new syllabus statements [3.37] were identified by three quarters of the teachers.

While there was some complaints about a lack of inservice support from some teachers "who were trained long ago!" [perhaps tongue in cheek as this was a HT undertaking degree units from USP], there strong affirmation about the new teachers' guides supported "...children learning mostly through discovery methods rather than the old chalk and talk approach."

An experienced male teacher was positive about the impact of internal exams as they "keep the children well paced with the teacher". A female teacher with several inservice courses in sociology reflected that the internal exams discouraged children to show their talents and limit children's performance and only give encouragement to the brighter ones. She went on the briefly argue that "...assessment activities should include extra curricula to motivate the slow learners." There is no shortage of educational critique from this teacher. On a linear trend analysis the positive support for internal exams was less in the upper primary grades.

• Positive mid-range influences on change

In the mid range of positive influences were changed library facilities [3.33], talking with other teachers [3.33], students interest in learning and new text books [3.3]. A female teacher with ten years experience reported that "..talking with other teachers and the HT has provided professional guidance." In a similar tone a class teacher affirmed that "...discussing with other teachers has really helped me in my teaching strategies. Having failed to be effective in some methods, their suggestions have helped me use other avenues to better the understanding of the children".

A 6^th grade teacher reported how the purchase of a new range of books for the library "...boosted up the childrens' learning". The positive accounts were sometimes balanced by cautionary tales. "Because the construction of a new library is still going on after a year and we haven't the use of the old library - No books! No reading!"

• External exams and the students lack of discipline

The two most frequently mentioned negative influences with means of 2.52 and cited by 78 per cent of the staff, were the students lack of discipline and external exam requirements.

Students 'lack of discipline' was a locally agreed upon descriptor that reflected a growing lack of 'obedience' through to the 'respect of the teacher and learning'. "Students lack of discipline gives a problem during teaching and effects class standards." Others attributed causes of the problem, "...when parents are not disciplining their children at home, it's very hard to do it as school!" A few responded with a positive [4] tick but gave a negative explanation - "...it's TV, the children stay awake at night and become lazy in class!" On a trend analysis the upper primary teachers [grades 5 to 8] were more negative about the influence of student discipline on their work.

"External exams requirements are unbelievable!" An AHT with 21 years of experience and an experienced class 6 teacher summarised the majority response. "Quite a lot of things have to be taught in little time and this time is further lessened by extra curricula activities." As with all the influence categories there were contrary views. The following response was also by a 6^th grade teachers with same years of experience. "Exams give the challenge for the pupils to work harder in order to achieve success. The exam process has also broadened my knowledge with more and more facts." Upper primary teachers [grades 6 and 8] on the trend analysis, were the most negative about the influence of the external exams on their work. The end of year external exam was the major feature of their teaching year.

• Other less positive influences

The other more negatively cited influences, but by fewer staff were the school's ex-students [2.25] other local influences [2.68], school committee influences and lack of CDU staff visits. While local influences of various types were seen as the least positive by the primary staff surveyed, there were aspirations for change within many of the attached comments.

"Ex-students should render their utmost help to their schools and see that the needs are met" wrote a second year out male teacher. Ex-students were expected but from the responses usually didn't make a contribution. "They should be given chances to participate in extra-curricula activities such as Scouting, sports and the bazaar."

While there was guarded comment on 'interference factor' of 'other local influences'. Expressed succinctly in terms of the School Committee's influence by a young female teacher as "disturbing". An ET with extensive professional development experience was more expansive.

"The main decision makers on the Committee mostly do not fulfil their responsibilities correctly nor set their priorities to provide resources for books , school radio and other equipment. The children should not have to cut the grass and keep the school compound clean during school time."

In most cases there was a reasonable agreement between the rank of the weighted mean of the influences and the rank by the proportion of teachers identifying the support or influence. There were five cases where this relationship did not follow as measured by ranking difference of 10 or more. The data were further explored using sub-categories of; years of teaching, current position in the school and class taught in 1997.

• Years of teaching

A number of high priority influences and YOT were analyzed using a linear trend-line analysis. The analysis indicated no difference in the response patterns to a sample of the influences listed in the survey.

• Position in school and the importance of various influences

Head Teachers and other executive members of the school [AHTs and ETs] were more positive than teachers about eight influences. These were; qualification upgrades, in-service workshops, talking with other teachers, the students interest in learning, contribution of teachers' college students, the availability of resources, changes in library resources and the value of personal reading and study.

Teachers were the most positive about the assistance provided by their Head Teachers [3.54], (as were AHTs), new syllabus statements [3.47], visits from Ministry staff [3.1] and other innovations (TV). They equally welcomed, with their Heads, new teachers' guides and with AHTs school broadcasts for the students [3.16].

Teachers were more indifferent than their executive colleagues with their school committee and the apparent lack of ex-student assistance in their work! They shared with the ETs [2.24] the negative influence of students' lack of discipline [2.5] on their work. The negative influence was particularly strong [means of 2 to 2.4] from those teaching in the middle to upper primary. Grade teachers with classes one to three and the upper years of primary composites [7 and 8) weren't quite as negative about pupil behaviour.

While there was almost uniform positive support for the internal exam requirements which the teachers have some control [3.43]. Head Teachers often closely monitored their setting and had the highest support for their influence [3.5]. As noted earlier their support as an influence for change was less positive at the upper grade levels.

The negative impact of the expectations of the external exam reported earlier was most strongly held by ETs [2.4] and the teachers [2.5].

The positive influences can be categorised from their source. While the motivation for undertaking a qualification upgrade is usually an individual initiative, tacit support from teachers colleagues and HT are often critical for success. The majority of positive influences have their origin at the school level. This support process will almost always depend on HT initiation or support.

The positive impact of professional development experiences (as is the press for more opportunities) originated on one side from individual teachers and HTs supporting their staff to participate. Centrally planned programs by the CDU in English and other curricula areas, Union facilitated workshops and specialist programs [BELS] have intersected with individual and school aspirations to improve their professional knowledge and skills. New syllabus statements and teacher guides also have their origin within the CDU. Teacher representation on CDU subject panels is primarily through the two teacher unions.

The other seven most significant positive influences [assistance from the HT, parent involvement, internal assessment procedures, library resources, peer support, some resourcing and student interest in learning] have their locus and energy at the school and individual teacher level.

Negative influences are characterised by external pressures on teachers' work. The continuation of the external exam program in grades 6 and 8 is a central Ministry policy. Students' lack of 'discipline' is an interesting and more complex influence. Teachers have generally situated the problem with poor parent responsibility and or their lack interest in their children's schooling, urban lifestyles or the media (specifically TV).

While the study did not explore student perceptions, the slight increase in school leaving between grades 6 and 8 could in part be attributed to a disinchantment with the exam orientated curricula. Teachers have throughout reflected a strong 'care and responsibility' for their students personal and academic development. In the most part the influences on this ethos have their origins in their personal and professional life in their class rooms and schools.

"What have been the four most important things which have helped improve the quality of your students' learning over the past 5 years? Four open response options were available and almost all of the teachers recorded four points. There were 737 legible comments to a possible 785 responses. The level of response by position in the school [HT, AHT, ET and teacher] was representative of their number in the overall survey.

Thirteen categories [Table 7] were identified from a sample of the respondent responses. As in all the open ended questions the range of themes and suggestions made was extensive and the 'other category' contained 13 per cent of the suggestions. The suggested factors contributing to improvements in student learning will be described in rank order with examples from the teachers' suggestions to illustrated the rich diversity within each of the identified themes. A second level of analysis will describe the strength and lightness of emphasis given by the teachers' position in the school to particular factors.

1^st Teaching methods

A rich diversity of practice was identified by the teachers. Over a quarter of the positive suggestions for improving student learning were identified under this category. Of particular interest was the extensive listing of the 'whole language' approach in both the teaching of English and Fijian. "Whole language program has opened up children's flair for language use both in English and Fijian." This approach to teaching language overlaps the curriculum innovation category.

Four option response

The use of "concrete materials, group work, dramatising and activity or practically based learning" was a common thread through many of the strategies that made a difference. An ET wrote extensively about, "...making lessons more interesting by directing them to familiar situations, using my own positive experience and making the classroom attractive with their work and by changing the charts regularly."

Conditions facilitating the selection of teaching strategies mentioned included, "... a knowledge of the children and their family background." As well, "...activities should be well prepared in advance and have variety, allow for the brighter as well as the slower ones and use groups so the faster ones can help the slower children". A number of teachers reported the importance of peer teaching as they found that it, "... builds respect, responsibility taking and sharing." The development of a "warm atmosphere for the children to feel free to question and learn breaks the old barrier of 'speak only when you're spoken to'".

Reading of stories was often cited to "stimulate the children's' interest and to develop their comprehension, creativity and thinking skills." Having children "...take responsibility for displays and class duties" was felt to enhance their development. The use of A.V. material and the new student workbooks were reported to add interest to learning.

A female teacher with six years of experience argued that "...the new teaching methods are needed to accommodate the range of children and their capabilities we now have. Teachers need to be aware that children create their own world of knowing", by implication she argued this condition was not something a teacher could effectively force on a child!

2^nd Importance of facilities and teaching resources

Facilities and teaching resources were identified a the second most important factor [15%] contributing to improved quality of student learning. On the facilities side, the building and or equipping of a library. "The setting up of the school library and a reading program that starts from class 1 has caused a refreshing interest in reading." At a wider level. "...The neat and well painted classrooms and clean toilet facilities provides for a good teaching and learning environment".

"Modern facilities such as a TV set, photocopier - which is accessible to all, have made a difference in our school." In the same area an ET reported that "...the typewriter and duplicator have helped a lot in preparing tests and worksheets for the children". A small number of schools were reported to have computers that were available to the staff to use.

3^rd Community and parent participation

A senior teacher argued that "...parents practical involvement in their children's education through checking homework, looking at their exercise books and coming to school to enquire about their children's progress makes a real difference." Parent's "guidance at home" and "moral support" were often cited under this factor for improvement by the 10 per cent of teachers. "Knowing the parents gives you a good understanding of the child's situation and how to help them," concluded an 8^th grade teacher.

4^th Teacher cooperation, colloboration and commitment

The factors identified in six per cent of the responses ranged for the appointment and example of a new head to individual teacher's personal commitment to learning and the children. "The change of HT in February has undoubtedly helped improve student learning. The current head leads by example and has started a number of new programs [LUAR and term exams] which were not followed before." In what must be quite a collaboratively run school the ET talks of a "collaboratively devised assessment program" where the children are assessed regularly and the results are "...shared, discussed and evaluated by the team".

At a more individual level a class teacher explained how a "...small mutual swap of classes took place for the teaching of vernacular" and the further sharing that followed from the arrangement.

The support provided by the ET in the school was reported by quite a number of teachers. This assistance varied for small in-school workshops to personal mentoring.

Personal commitment were reflected with both bold declarations "My resourcefulness, commitment to my God and love of children" [in a wide-open script that filled most of the page] and more circumspect text, "...my hope is for the children do well" [in a micro script handwriting].

5^th Professional upgrading and inservice

There was uniform agreement throughout [4%] of the importance of USP courses and school-based inservice activities. "The workshops and seminars I have attended have created an awareness of changes which need to be implemented," wrote a second year out teacher. Quite a few teachers mentioned their USP extension courses, BELS and the BEMTUP project for teachers in classes 7 and 8.

6^th Curriculum innovation and change

The introduction of the Whole Language Program in the English syllabus and in the teaching of Fijian was the most frequently mentioned curriculum initiative to enhance student learning [4%]. The availability of new pupil workbooks and "syllabus documents that have the latest statistics" was noted as being important.

7^th Student assessment and testing

The frequency [4%] of assessment and testing and its linkage to homework was uniformly acknowledged by all in the primary schools. "Regular testing sometimes with group competitions has been most successful in my class." "The fortnightly tests conducted for all classes [1 to 8] has meant that teachers are able to gauge their students performance/understanding of a particular unit studied and thus follow-up accordingly."

8^th Student attitudes and involvement

Two perspectives were identified in the [4%] responses. "The children's (own) attitude toward their school work and the motivation they have to the learning process" was the major thrust of one younger male assistant teacher's response. The children's response to special events [Library Week, Environment Week. poster competitions and oratory competitions] was considered by one ET to have a positive impact on learning.

One of the teachers who suggested a 'return to the strap' to one question in the survey reflected in his answer to this question, "Students take more interest in their work and have a better relationship with their teacher when there is no corporal punishment given to children for 'academic' failure." The notion of 'caring for students' was identified as contributing to better learning.

9^th Counseling and remedial teaching

Factors identified with counseling and a remedial teaching focus [3%] were sometimes linked or second points to the 'caring for students' or regular testing and assessment themes discussed above.

10^th Increase in student involvement

Active student learning in groups, through competitions and special events [2% of the responses] linked with the teaching methods and student attitude categories.

11^th Homework provisions

The importance of "... giving home work and checking it regular" was specifically cited in two per cent of the reasons for an improvement in student learning. Several teachers included the use of a "homework timetable" in their accounts.

12^th TV and media

While there were negative reports of the impact of TV in other sections of the study, 17 teachers [2% of the responses] specifically identified the benefits of the media. "Children have lesser difficulty in understanding English because they are now more exposed to the language."

13^th Reduction in class size.

An assistant teacher who had recently changed schools commented, "... the reduction in my class roll to 30 has brought some positive changes to what I can achieve."

• Other factors

The range of factors [13%] listed in the 100 responses was varied. It was reported that student learning was improved by; fee free education, being "... promoted to ET and the extra work to carry it out", the human and moral values talks by some outsiders, extra- curricular sports coaching, out of school coaching for exam grade children in years 6 and 8.

The analysis examined the variation of percentage points for each influence against the overall percentage share of all responses by HT, AHT, ET and teacher [Table SL]. Only those influences where there was a major variation [more than 10 percentage points] will be mentioned. Caution is acknowledged in the analysis as some cell sizes for HT and AHT are quite small.

• Teachers

The most significant feature of the data was the number of teachers [75] who identified student attitudes and their involvement in the improvement of learning outcomes. Assistant teachers also gave stronger emphasis [over other positions in the school] to teacher cooperation and teaching methods. Surprisingly there was a lower emphasis on homework and other issues.

• ETs

Executive teachers gave stronger emphasis to other issues, student involvement, and curriculum changes. Overall these experienced teachers gave less emphasis than other to class size, student attitudes, and teacher cooperation.

AHTs

Assistant heads were most sensitive to the impact of smaller class size and the impact of TV. No AHT mentioned the impact of student involvement.

HTs

Heads were responsive to the impact of homework provisions and increases in student involvement.

Teachers firmly locate the influences for the improvement in student learning in the school and their own professional practice. Three of the top five influences usually had some external component. Professional development opportunities which enhanced teaching methods were often centrally planned from CDU. Most of the curricula resources were centrally provided and the professional development and upgrading support provisions at the formal course level more often was provided by USP or regional programs [BELS].

Teacher cooperation and collaboration are clearly located in individual and school initiatives. Community and parent participation and the less frequently cited influences of student attitude and involvement and the support of homework provisions have teacher/school/community connections.

Mandated external controls such as the formal exams and Ministry inspections are were not identified as contributing to improvement in student learning. While external support has been identified, the teachers have almost universally incorporated these provisions into their teaching for the improvements to be demonstrated. Teachers in the sample see themselves as the mediators of external influences to enhance the development of their students.

5. Change Options

The summary asked each participant what changes, if, any could be made in their work as a teacher. Five open options were identified on the page. 65% of the teachers recorded five options. There were 622 legible comments to a possible 978 responses. Only the actual responses are presented in Table 8. The level of response by position in school [HT, AHT, ET and teacher] was representative of their number in the survey sample.

Categories were identified from a sample of the respondent responses. As in some previous questions the range of themes and suggestions made was extensive and the 'other category' contained 21 per cent of the suggestions. The suggested changes are described in the rank order with examples of the teachers' suggestions to illustrated the diversity within each of the identified themes. A second level of analysis will describe the strength or lightness of emphasis given by teacher position in school to particular change themes.

1. Resource and facility enhancement was identified as the first priority by 21 per cent of the primary educators [Table 8]. Teaching and library resources figured most frequently in the comments. Science equipment and in the curriculum areas "... Social Science textbooks especially for classes 5 and 6". A class teacher pleaded. "...we need a library where both the children and teachers can observe silence while they are doing research and their work."
2. More professional development opportunities were requested by 15 per cent of the teachers. An assistant teacher with 21 years of teaching experience commented that "...we need more inservice workshops so that all teachers are well equipped with the new syllabi and teaching approaches in order to upgrade the childrens' performance." A number of particular comments about USP extension units were made. "The courses should better suit primary school teachers, "...the B.Ed. primary course should be available by extension" and "...the fees are too high on a primary teachers salary". Despite these concerns, the extension units well received by the large number of teachers who were doing or who had completed units.

 

Table 8 Change Options Recommended

	Head Teacher		AHT		ET		Teacher		Total
	n	%	n	%	n	%	n	%	n	%
Resources and facility improvement	20	15%	9	7%	25	24%	77	59%	131	21%
Professional development opportunities	8	9%	4	4%	32	26%	50	53%	94	15%
Curriculum and syllabus revision	7	8%	14	15%	24	13%	46	51%	91	15%
Classroom arrangements - size and straight classes	5	10%	5	10%	12	12%	29	57%	51	8%
School management improvements	5	17%	3	10%	6	23%	16	53%	30	5%
Enhancement and change in teaching methods	2	7%	1	3%	7	13%	20	67%	30	5%
Community and parent involvement	0	0%	1	6%	4	19%	11	69%	16