Teachers’ Experiences of Curriculum Reform in Aotearoa New Zealand
Date
Authors
Gordon, Lisa
Lourie, Megan
Supervisor
Item type
Journal Article
Degree name
Journal Title
Journal ISSN
Volume Title
Publisher
Springer Science and Business Media LLC
Abstract
New Zealand teachers have faced a period of significant curriculum reform over the past four years. With the government’s recent announcement of plans to reform the national qualification, and the proposal to introduce new subjects into the curriculum, we know more change is coming. This may result in role overload for teachers. Role overload occurs when the demands of a role surpass the time and resources available to an individual. Over recent decades, as teachers’ roles have evolved and expanded, evidence suggests there has been an increase in stress and burnout rates. This article reports on a small-scale study which explored the experiences of a group of early-adopter teachers attempting to enact Te Mātaiaho: The Refreshed New Zealand Curriculum (Ministry of Education in Te Mātaiaho: the refreshed New Zealand Curriculum: draft for testing, New Zealand Government, 2022), which was the first of several curriculum rewrites. The findings of the study shed light on the significant demands that complex curriculum reform places on teachers highlighting the emotional and professional toll this can take. The research identified two urgent needs: a greater awareness of what is required of teachers when curriculum change occurs, and a re-evaluation of the way New Zealand policymakers approach educational reform. These findings are very relevant as New Zealand teachers continue to grapple with constant change and the effects of this on their wellbeing.Description
Keywords
3901 Curriculum and Pedagogy, 3902 Education Policy, Sociology and Philosophy, 3903 Education Systems, 39 Education, 13 Education, Education, Curriculum reform, Curriculum refresh, Te Mātaiaho, Teachers’ experiences
Source
New Zealand Journal of Educational Studies, ISSN: 0028-8276 (Print); 2199-4714 (Online), Springer Science and Business Media LLC, 1-15. doi: 10.1007/s40841-026-00448-z
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