The induction of overseas trained teachers in South Auckland secondary schools
View fulltext online
Citation:Biggs, K. (2010). The induction of overseas trained teachers in South Auckland secondary schools. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/1398
Permanent link to Research Bank record:https://hdl.handle.net/10652/1398
Since the early 1990s, schools looking to solve their recruitment problems have employed overseas trained teachers from many countries in increasing numbers. The problem is that although overseas trained teachers are experienced teachers in their home country, they face difficulties when transitioning from teaching in one country to another. Many schools feel ill-equipped to deal with the issues resulting from the appointment of these teachers. The purpose of this study was to identify the transitional issues overseas teachers face and, through an examination of the induction programmes currently operating in South Auckland secondary schools, discover whether these programmes are meeting the needs of overseas trained teachers. Finally the implications for leaders, who are accountable for resourcing, designing and delivering the induction programme for these provisionally registered teachers, were investigated. In this qualitative study 25 participants from five South Auckland co-educational secondary schools took part in a self-completion questionnaire. Concurrently, an examination of existing induction documentation from a range of sources including government, union and school documents was undertaken. Finally three semi-structured interviews took place with overseas trained teachers and three semi-structured joint interviews were held with principals and their induction coordinators. The findings revealed that overseas trained teachers faced identifiable transitional issues which current induction programmes, planned largely around the needs of beginning teachers, did not fully meet. This study indicated that overseas trained teachers, despite their previous teaching experience, have needs that are distinct from those of beginning teachers. This study raised a number of implications for overseas trained teachers, schools and government agencies. High on the list of recommendations is consideration of resourcing a needs-based induction programme, including comprehensive orientation, bicultural and multicultural training, on-going, trained, mentoring support, and targeted professional development, planned in consultation with overseas trained teachers.