PLD digital resources and culture are key to positive teacher experiences in ILEs

The latest briefs from NZCER’s National Survey of Schools highlight important factors in creating positive experiences in Innovative Learning Environments (ILEs) as well as predictors of teacher morale and sentiment towards NCEA changes.

Every three years, Rangahau Mātauranga o Aotearoa / New Zealand Council for Educational Research conducts the National Survey of Schools. In our most recent survey, we surveyed teachers and school leaders on everything from workload and well-being to the latest classroom innovations to provide a comprehensive summary of the state of English middle schools.

Today we are pleased to release this series of research reports that highlight school-wide and classroom-specific factors that can help teachers be successful.

letter 1, Teacher Experiences in Innovative Learning Environments (ILEs)highlights the importance of continuous professional learning and development (PLD) and enhanced digital resource sourcing to enhance ILE experiences as well as improve employee morale and workload.

letter 2,
PLD and school-wide well-being as predictors of teacher morale and workloadshows how a PLD culture and school-wide plans to manage social behavior both facilitate and shape positive classroom experiences and have positive connections to the overall morale level in a school.

letter 3, PLD, NCEA changes and teachers’ workhighlights the links between attitudes towards NCEA change, an ongoing PLD culture, and knowledge of how NCEA changes can improve outcomes for Māori and Pacific learners.

These briefings provide a snapshot of key areas from the data, identify variables that may impact the school environment, and also provide examples of best practice from the responses. Key findings from all three briefings include:

  • Reliable digital resource sourcing and a strong culture of ongoing PLD are positively associated and both predict positive experiences of working in ILEs.
  • A strong culture of ongoing PLD is positively associated with proven classroom strategies and practices and is associated with teachers reporting more positive experiences of their jobs.
  • When teachers are generally more positive about the NCEA changes, they are more likely to understand how these changes can improve outcomes for Māori learners, Pacific learners and people with disabilities who need learning support.

“Across all briefs there is a common theme – the importance of systems and processes that support teachers and their practice,” explains Kairangahau Matua Mohamed Alansari.

“Teachers are more likely to report good work experiences when their schools support them and provide continuous development and learning opportunities – especially when these teachers deal with new challenges and changes.”

The full briefings are now available here: Research Briefs: National Survey of Schools | New Zealand Educational Research Council (

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