Two-thirds of principals were using their operational funding and locally raised funds to employ additional teaching staff. Schools mainly used additional staff to teach classes, support literacy or numeracy, or support students with additional learning needs.
“Decile was associated with a school’s ability to find suitable staff,” says researcher Cathy Wylie. “Sixty-four percent of deciles one and two schools had difficulty compared with 31 per cent of deciles nine and ten.”
Lower decile schools were also more likely to be affected by student mobility and transience which impacted negatively on school resourcing because of the uncertainty about staffing, and the cost of establishing programmes to support students who change schools unexpectedly during the year.
The much-delayed English draft curriculum is now out for consultation, generating discussion from teachers.
Research from AUT demonstrates arts, culture and recreation have positive impacts on all aspects of…
How effective has the school phone ban been in achieving its aims? Researchers from the…
School camps and excursions deliver hands on learning experiences, helping to consolidate classroom learning.
Innovations in AV technologies present new opportunities to engage with students. We look at how…
A new report from the University of Auckland’s Our Voices Project asks young people what…
This website uses cookies.
