Open Access Te Herenga Waka-Victoria University of Wellington
Browse

Umufonotalatalaga ma faiā‘oga Samoa – Navigating Samoan teachers’ experiences in classroom behaviour management

Download (2.99 MB)
thesis
posted on 2021-12-09, 09:17 authored by Niusila Faamanatu-Eteuati

This qualitative research study explored Samoan teachers’ experiences of classroom behaviour management in the context of Samoan secondary schools. As Pacific teachers of the 21st century, we are encouraged to be resilient and culturally sustaining, which are aspects of the transformative rethinking process, to ensure an inclusive learning environment that is culturally relevant for all students despite their differences (Koya Vaka’uta, 2016; Nabobo-Baba, 2006; Reynold, 2019; Sanga, 2002; Thaman 2009). Data were collected using a culturally specific Samoan methodological approach termed ‘umufonotalatalaga’ - a deep dialogue in the Samoan way which acknowledges respectful relations. Eight case studies of Samoan teachers, all of whom had been teaching for 5 to 30 years in colleges and secondary schools around the country, offered insight into teachers’ worldviews of their classroom teaching experiences. Adapting Bronfenbrenner’s (1979) socio ecological systems theory as a theoretical framework, the study investigated how the multifaceted currents of Samoan cultural practices guided the teachers’ experiences of classroom behaviour management. The findings revealed that participants strongly valued the Samoan culture, spirituality, tupu’aga (heritage) and fa’asinomaga (identity) as positive and empowering factors in which to situate CBM. The findings allowed the researcher to create a new model termed ‘matāmatagi’ – the centre of the wind – which provides a foundation for culturally sustaining pedagogies. The model could be used as a restorative cultural approach to mediate individual Samoan teacher/student experiences of classroom behaviour and management. There are significant implications for the teachers, such as teacher education for CBM, professional development, professional standards and teacher well-being for schools in Samoa.

History

Copyright Date

2020-01-01

Date of Award

2020-01-01

Publisher

Te Herenga Waka—Victoria University of Wellington

Rights License

Author Retains Copyright

Degree Discipline

Applied Linguistics

Degree Grantor

Te Herenga Waka—Victoria University of Wellington

Degree Level

Doctoral

Degree Name

Doctor of Philosophy

Victoria University of Wellington Unit

Va’aomanū Pasifika

ANZSRC Type Of Activity code

1 PURE BASIC RESEARCH

Victoria University of Wellington Item Type

Awarded Doctoral Thesis

Language

en_NZ

Victoria University of Wellington School

School of Educational Psychology and Pedagogy

Advisors

McDonald, Lex; Gleeson, Margaret

Usage metrics

    Theses

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC