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Ko e Fungani Mo’onia ‘o e Faiako Ma’a Tonga: Understanding the professional attitudes of the valued teachers of Tonga A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at The University of Waikato by Sela Tapa’atoutai-Teisina 2020 Fungani Mo’onia ‘o e Faiako Ma’a Tonga Abstract Abstract The purpose of this study is to help provide empirically informed insights as to how the Tongan Government teachers’ positive attitudes could be developed and enhanced. In Tonga, the erosion of teacher attitudes, commitment, and professionalism has been recognised (Fua, Manu, Takapautolo, & Taufe’ulungaki, 2007; Matafahi & Fusitu’a, 2009; Taufe’ulungaki, 2012; 2013; Thaman, 1998). This study is an attempt to help address these issues. Within this context, this thesis advocates the need to have an in-depth, and more holistic understanding of Tongan teachers’ professional attitudes: what they are; how they are understood; and how they were formed and strengthened. These are considered initial steps towards informing professional attitudes enhancement activities for Tongan Government school teachers. The findings of this study are an original contribution on the subject of teacher professionalism in terms of teacher professional attitudes, professional attitude formation, and professional attitude strengthening. This study has drawn support from various disciplines and theories, which include Evans’ Professionalism Model (2008; 2010; 2011; 2014), Bronfenbrenner’s General Ecological Model (1979; 1994; 1999), and Hermans and his colleagues’ Dialogical Self Theory (Hermans & Gieser, 2012; Hermans & Hermans-Konopka, 2010). These theories act as theoretical bridges and provide lenses for the exploration of Tongan teachers’ professional attitudes. This study is both constructivist and constructionist in epistemology, with multiple theoretical perspectives, being interpretive, phenomenological, Pacific, and Tongan. A mixed methods research design complemented by a Kakala Mo’onia Pedagogical Positive Deviance methodological approaches were used to understand the Faiako Ma’a Tonga’s (valued teachers of Tonga) professional attitudes. A presurvey, survey and Talanoa Fungani Mo’onia were the major data collection instruments employed. This study relies mainly on a qualitative data collection to answer the research questions. The main findings of the study revealed that the Faiako Ma’a Tonga understood that professional attitudes are life entities intricately linked to teachers’ hearts, they are values and beliefs; good and right behaviours teachers have. Also, professional ii Fungani Mo’onia ‘o e Faiako Ma’a Tonga Abstract attitudes have certain features including reflective, persistent, pervasive, transcendental, and positively influential. These features signify professional attitudes are partly spiritual in nature. Professional attitude formation and professional attitude strengthening are processes that are context-related, framed by various complex and inter-related factors, centred around teacher selves, and in many cases mediated by individual(s) of certain professional calibre attitudinally. Typically, they are those who consistently dared to be different in positive ways, hence they possess strong, refined, elegant attitudinal qualities that invite attention, admiration, and imagination (Bronfenbrenner, 1999). Approaches yielding positive energy for teachers are typically what needed to strengthen teachers’ professional attitudes. The concept of Mo’onia is central in this study, from which other original conceptual framework, models, and research method have been derived including the following: Mo’onia Attitude Conceptual Framework-A Tongan Perspective; Kakala Mo’onia Pedagogical Positive Deviance Research Model; Talanoa Fungani Mo’onia research method, Kupesi Lilo-‘o e- To’onga (KLOT) model, and Fale Ako ‘o e Mo’onia Professional Attitudes Enhancement Model. They are also original contributions of this thesis in terms of theory, research, and practice. Key implications of the study include suggestions for a society-wide approach to effective development and strengthening of teachers’ PA, and a strong moral value and belief-based education is critical if Tonga is to be successful in reclaiming and cultivation of teachers’ professionalism and professional attitudes. iii Acknowledgement Ke ‘a e KOAU⸍ toko taha pē ‘a e kolōlia⸍, lāngilangi⸍ pea mo e fakafeta’i⸍ Koe’uhi ko ‘Ene Kelesi⸍ ‘ata’ata pē kuo te ikuna ai⸍ ‘A e efu mo ta’e’iloaa⸍, ‘a e Tapa-‘a-Toutai kuo Ne fakaola⸍, Kalofiama ’esi-afi mei Ma’ananga⸍, ko hoto fakataulama⸍ ‘Io ‘e ‘ikai ha lea pē ngāue ‘e fe’unga⸍, ko e fakafeta’i⸍pē si’ete munomuna⸍ ’Ulifohe poto ‘a e Taha’i Mo’oni⸍, kuo ola ai ‘a e siu mata’itofelilo ‘o e To’onga⸍ ‘Api ko Falahola Fo’ou⸍ mo e ‘Api ko Mā’oni’oni-‘i he-Tui⸍ kuo fakakoloa⸍ Taau ke holoitounga ai ‘eta fakafeta’i⸍ mo e fiefia⸍, ‘inisēnisi ‘o Hono ngeia⸍ Translation: May the glory, honour, and thanksgiving be I AM alone For it is only by His Grace, this I accomplished A mere dust unknown, Tapa-‘a-Toutai He enlightens With divinely-lid sparks from Ma’ananga, my Guide Indeed, never will be words nor acts suffice, only utterances of gratitudes I pray The All-Wise, to shore He brought, the search into the unseen, attitude gems so rare ‘Api ko Falahola Fo’ou, and Mā’oni’oni-‘i he-Tui, this we have endowed Thus, our rightful reciprocation with grattitudes and jubilance, incenses, His glory! This study would not have been possible and successfully accomplished without the wholehearted support and contributions of the following people; so, I would like to humbly acknowledge my sincerest heartfelt gratitudes to the Tongan Government and the Tonga Ministry of Education and Training, for the scholarship which enabled me to undertake this study. Without your full financial support, this iv study would not have been possible. In particular, I would like to acknowledge Honourable Dr ‘Ana Maui Taufe’ulungaki, Honourable Samiuela ‘Akilisi Pohiva, Honourable Penisimani ‘Epenisa Fifita, and Honourable Siaosi ‘Ofa-ki-Vahafolau Sovaleni, the heads of the Tonga Ministry of Education and Training over the period of my study because without your willing support, completing this academic venture may not have been realised. With heartfelt gratitudes, I sincerely acknowledge my chief supervisor, Professor Claire McLachlan, who chief supervised this study in its final year and a half. Professor McLachlan your genuine love, care, and friendship have made this kakala fragrant garland creation task fun and enjoyable. Your professional guidance, timely words of encouragements, trust and believing in me, were key in keeping me going from milestone to milestone in this important task. You are indeed a Mo’onia! I also sincerely acknowledge the great work and contribution my initial chief supervisor, Professor John Williams has made to this study. Professor Williams was sadly missed when in a short notice, informed my student colleagues and I of his decision to return to Australia in early 2016. Nevertheless, I have come to believe, charting my path during this PhD journey has been under divine orchestration. A due acknowledgement also goes to the rest of my supervisory panel members, Dr Anne Hume (my second chief supervisor), Associate Professor Lynne Parmenter, Dr Timote Masima Vaioleti, and Dr Noeline Wright for all your commitments and efforts invested in this study. Dr Hume, you were such a joy to work with although it was just a year before your retirement. Associate Professor Parmenter, you have been truly a great source of encouragement for me, in particular your cheerful, and down to earth nature. I found the laughters and our meeting times with Claire to have always filled me with positive energy and no wonder why I always come out encouraged to move thinking, reading, and writings further. Dr Vaioleti, I sincerely thank you for bearing with me throughout these years and continuing to encourage me even in the rare opportunities our paths had crossed after you retired. Your tukutala advice to consider the future and be an academic land builder (langa fonua) is treasured. Your langa fonua has helped multitudes including myself, once again, thank you. Last but not least, Dr Noeline Wright, I sincerely thank you for your v Fungani Mo’onia ‘o e Faiako Ma’a Tonga Acknowledgements willingness to join the team. Although brief, you encouraged me with sincere enthusiasm, and care. To all my supervisors, malo lahi ‘aupito! I would also like to acknowledge my spiritual mentors throughout the course of this study, Pastor Joseph Prince, Rabbi Jonathan Cahn, Joyce Meyer, Prophet Sadhu, and many others whom God has used to bless me mightily through their shared testimonies of God’s mighty revelations of Himself and His Living Words to them. A special acknowledgement is also extended to Associate Professor Kathie Crocket, Professor Kay Weaver, Anna Knight, and the School of Graduate Research team, Professor Bronwen Cowie, Professor Conrad Pilditch, Dr Apo Aporosa, Dr Telesia Kalavite for every little ways you have encouraged me in this study, they all mattered in your absence. To Mrs Andrea Haines, Dr Marcia Johnson, Marie- Christine, Lissa, Manjit, Mere, and the Student Learning Support team, you all have been great and helpful in different ways. Much appreciation is also extended to Ms.