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An Investigation of How Organisational Structures in New Zealand Secondary Schools Impact on Student Subject Selection and Their Access to Academic Qualification Pathways

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Date

2024

Authors

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Boyask, Ruth

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Thesis

Degree name

Master of Education

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Auckland University of Technology

Abstract

The debate on curriculum content and its relevance to employment and life skills continues among stakeholders. While the Ministry of Education expects schools to offer diverse subjects, the New Zealand Curriculum provides only guidance, not mandates, for which subjects schools should include within their curriculum programmes. Understanding students' experiences and decision-making factors in subject selection as well as the impact that the organisational structures governing the process have on their ability to make choices, are crucial for supporting their diverse needs and ensuring equitable and excellent education outcomes. This research examines how organisational structures in secondary schools influence student subject selection processes and impact academic pathways. It considers structures as formed by ideological and habitual practices, initiated by senior and middle leadership. The study focuses on how these organisational structures support or limit student choices, their equity in accommodating individual and social differences, and how leadership practices related to these structures influence subject selection processes. Embracing a conceptual research methodology, this study is centred on the experiences and perspectives of leaders and students. The qualitative data were gathered through semi-structured interviews at three secondary schools in Auckland, New Zealand. The expert opinions of the participants were considered alongside a review of the literature and the researcher’s critical analysis of the findings to build a deeper understanding of the thesis topic. Analysis of the research data exposed that targeted support and guidance are useful for enabling students to make informed subject choices. However, several obstacles can hinder equitable outcomes and limit access to future educational opportunities. Addressing these challenges requires subject selection processes that combine organisational structure with flexibility, providing consistency while catering to diverse student needs. A flexible structure considers each student’s circumstances before decisions are made regarding access to subjects and provides students with the option to explore a range of subjects before finalising their timetables. Having well-defined academic pathways and explicit information on subject requirements gives students clear direction which, when balanced with adaptability, enables schools to better support students in making decisions aligned with their interests and goals, thereby enhancing equitable academic opportunities.

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http://hdl.handle.net/10292/18498

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Masters Theses