Umufonotalatalaga Ma Faiā'oga Samoa – Navigating Samoan
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Umufonotalatalaga ma faiā‘oga Samoa – Navigating Samoan teachers’ experiences in classroom behaviour management. by Niusila Faamanatu - Eteuati A thesis submitted to Te Herenga Waka Victoria University of Wellington in fulfilment of the requirements for the Degree of Doctor of Philosophy in Educational Psychology (2020) 1 ABSTRACT 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 faasinomaga (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. Keywords: classroom behaviour management, teachers’ experiences, umufonotalatalaga, challenging behaviour, culturally inclusive pedagogies, Samoan culture, restorative cultural approaches. i Table of Contents ABSTRACT ............................................................................................................................... I LIST OF FIGURES ................................................................................................................. IV LIST OF TABLES ................................................................................................................... IV ACRONYMS ............................................................................................................................ V GLOSSARY .......................................................................................................................... VII ACKNOWLEDGEMENTS - O Lau Pule lea Faafetai ............................................................ IX DEDICATION – Alofaaga ................................................................................................... XVI CHAPTER 1: INTRODUCTION – Folamua ............................................................................ 1 CHAPTER 2: LITERATURE REVIEW – Lauliliuga o Tusitusiga ........................................ 33 CHAPTER 3: METHODOLOGY – Auala Faasu‘esu‘ega ...................................................... 68 CHAPTER 4: FINDINGS – Āi o le Su‘esu‘ega ...................................................................... 85 CHAPTER 5: DISCUSSION – Fetufaā‘iga o ni manatu ma filosofia .................................. 124 CHAPTER 6: CONCLUSION – Faai‘uga o le Su’esu’ega ................................................... 147 REFERENCES ...................................................................................................................... 153 APPENDIX B: LETTER TO SCHOOL PRINCIPAL .......................................................... 173 APPENDIX C: PARTICIPANT INFORMATION SHEET ................................................. 174 APPENDIX E: ETHICAL APPROVAL ............................................................................... 178 APPENDIX F: UMUFONOTALATALAGA – Guiding Questions and Cultural Protocols 179 APPENDIX G: SAMOAN TEACHER’S ACT 2016. .......................................................... 180 APPENDIX H: PART 1 - NATIONAL TEACHER DEVELOPMENT FRAMEWORK.... 195 ii APPENDIX I: PART OF SAMOA’S CONSTITUTION ...................................................... 199 APPENDIX J: NUS CORPORATE PLAN 2017/18 – 2020/21 ............................................ 207 APPENDIX K: NATIONAL CULTURE IN EDUCATION POLICY 2018-2028 .............. 208 APPENDIX L: FAMILY TROPHIES FOR VILLAGE SCHOOLS. ................................... 210 iii List of Figures Figure 1. Population pyramid of Samoa adapted from CIA World Factbook, July 9, 2017. .... 8 Figure 2. The first three domains of the Samoan faamatai system. ......................................... 10 Figure 3. The reviewed five domains of the Samoan faamatai system. .................................. 11 Figure 4. Map of Samoa showing the constituencies. Ministry of Finance, Samoa, 2017. ..... 15 Figure 5. Education statistics of teachers, students and schools in Samoa .............................. 17 Figure 6. MESC Headquarter and Samoan Language Commission, Malifa Apia. ................. 23 Figure 7. Group photo for Measina a Samoa Conference at the National University of Samoa – Le Pap’āiga lagala Campus, November, 2016. ..................................................................... 31 Figure 8. Maslow’s Hierarchy of Needs (original five-stage model) ...................................... 50 Figure 9. Nature vs nurture in psychology. Adopted from McLeod (2018). ........................... 51 Figure 10. Skinner’s operant conditioning model.................................................................... 54 Figure 11. Bronfenbrenner’s ecological model ....................................................................... 60 Figure 12. Pacific Teacher Education Model ......................................................................... 61 Figure 13. Research Design of my study. ................................................................................ 69 Figure 14. Umufonotalatalaga Method – Designed by Johanius Alailima Faamanatu Eteuati, 2019.......................................................................................................................................... 69 Figure 15. A government school in rural Upolu Island during a morning devotion and assembly ................................................................................................................................... 98 Figure 16. Researcher at a mission school on the outer island. ............................................. 101 Figure 17. Matāmatagi Model (Designed by Johanius Alailima Faamanatu Eteuati, 2019) . 138 Figure 18. Bronfenbrenner’s system of influence (1979) in Harms (2010) p.11. ................. 139 List of tables Table 1. Year 13 Student achievements for national exams .................................................... 21 Table 2 Teachers in secondary education by school status and gender 2012-2016 ................. 25 Table 3. Demographic information about Samoan teachers and schools studied.................... 72 Table 4. Summary of data collection methods......................................................................... 78 Table 5. Examples of challenging classroom behaviour and strategies from participants ...... 86 iv ACRONYMS CBM – classroom behaviour management CEDAW – Convention on the Elimination of all forms of Discrimination Against Women CRC – Conventions for the Rights of the Child CSS – Centre for Samoan Studies DR – Dropout rate ECE – Early childhood education EFA – Education for All EFT – Emotional freedom technique FAGASA – Faalapotopotoga mo le A’oa’oina o le Gagana Samoa i Aotearoa. Organisation for the teaching of Samoan language in Aotearoa IE – Inclusive education KPI – Key performance indicators MESC – Ministry of Education Sports and Culture MOF – Ministry of Finance MWCSD – Ministry of Women Community and Social Development NCEP – National Culture in Education Policy NTDF – National Teacher Development Framework NUS – National University of Samoa SDS – Strategy for the Development of Samoa SPECA – Samoa Primary Education Certificate Attainment SPELL – Samoa Primary Education Literacy Level SQA – Samoa Qualification Authority SSC – Samoa School Certificate SSLC – Samoa School Leaving Certificate v STR – student teacher ratio UN – United Nations VUW – Victoria University of Wellington vi GLOSSARY Alofa – love Aganu‘u – culture or customs and way of life Agatausili – cultural values Amio or aga – behaviour Amiopulea – virtuously behaved ‘Aumaga – untitled men Īfoga – public act of self-humiliation Faaaloalo – respect Faafiafia – to be fun and entertaining Faalefaiā‘oga Samoa – like a Samoan teacher or educator Faalemafaufau – psychology Faamatai – to practise the matais way of life Faamanuiaga – blessings Faamamalu – to be professional/firm Faamalosi’au – to encourage to be strong Faasamoa – the Samoan way of doing things Faasoa – to share and distribute Faapulou – to cover with something Faatoatoa – perseverance or resilience Faavae