A structural interaction model of the primary school in Papua New Guinea

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Abstract

Most of the published research that has been carried out in Papua New Guinea primary schools has been directed at either the cognitive learning problems of children, or the mismatch between the cultures of schools and their communities. Both the cognitive-psychological approach and the culture-conflict approach lack explanatory value of some of the problems that are faced by teachers and students in primary schools.

This study attempts to examine the Papua New Guinea primary school system from a systems methodological standpoint. A descriptive structural model has been assembled from tape-recorded interview data of some 110 education department staff. These staff included District Superintendents, School Inspectors, Principals and Teachers.

An analysis of this structural model has shown that there are two dominant sets of forces which influence teachers in their day-to-day school activities. One set originates within the local community and expresses its expectations and aspirations of its school. The other set originates from the influence of the teacher promotion and reward system on the degree of teacher satisfaction.

Results obtained from the analysis of the structural model show how difficult it will be to effect change in the education system through teacher participation.

Resumen

La mayor parte de la Investigacón que se ha publicado realizada en PapúaNueva Guinea en las escuelas pritnarias ha sido dirigida hacia los problemas del aprendi zage cognoscltivo en los niños, o al desajuste entre las culturas de las escuelas y sus comunidades. Tanto el enfoque cognoscitivo-psicologico como el de conflicto-cultura carecen de valor explanatorio con respecto a algunos de los problemas que deben enfrentar los educadores.

Este trabajo Intenta examinar al sistema de instrucción primaria de Papua, Nueva Guinea desde un punto de vista de sistema metodológico. Se ha preparado un modelo descriptivo estructural de entrevistas grabadas en cintas de 110 educadores. Estos incluyen a superintendentes de distrito, inspectores escolares, directores y maestros.

Un análisis de este modelo estructural ha demostrado que existen dos grupos de fuerzas dominantes que influyen a los maestros en su actividad escolar diaria. Uno de estos surge dentro de la comunidad y se expresa en lasexpectatlvas y aspiraciones de la escuela. El otro surge de la influencla de las promociones de maestros y del sistema de recompensas y su efecto sobre la satisfacciónde los maestros.

Los resultados obetnidos del análisis del modelo estructural muestran lo dificll que es obtener cambios en el sistema educacional através de la participación de los maestros.

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