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<p>New Zealand teachers have faced a period of significant curriculum reform over the past four years. With the government’s recent announcement of plans to reform the national qualification, and the proposal to introduce new subjects into the curriculum, we know more change is coming. This may result in role overload for teachers. Role overload occurs when the demands of a role surpass the time and resources available to an individual. Over recent decades, as teachers’ roles have evolved and expanded, evidence suggests there has been an increase in stress and burnout rates. This article reports on a small-scale study which explored the experiences of a group of early-adopter teachers attempting to enact <i>Te Mātaiaho: The Refreshed New Zealand Curriculum</i> (Ministry of Education in&#xa0;Te Mātaiaho: the refreshed New Zealand Curriculum: draft for testing, New Zealand Government, 2022), which was the first of several curriculum rewrites. The findings of the study shed light on the significant demands that complex curriculum reform places on teachers highlighting the emotional and professional toll this can take. The research identified two urgent needs: a greater awareness of what is required of teachers when curriculum change occurs, and a re-evaluation of the way New Zealand policymakers approach educational reform. These findings are very relevant as New Zealand teachers continue to grapple with constant change and the effects of this on their wellbeing.</p>

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Teachers’ Experiences of Curriculum Reform in Aotearoa New Zealand

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月28日

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  • Lisa Gordon,
  • Megan Lourie

摘要

New Zealand teachers have faced a period of significant curriculum reform over the past four years. With the government’s recent announcement of plans to reform the national qualification, and the proposal to introduce new subjects into the curriculum, we know more change is coming. This may result in role overload for teachers. Role overload occurs when the demands of a role surpass the time and resources available to an individual. Over recent decades, as teachers’ roles have evolved and expanded, evidence suggests there has been an increase in stress and burnout rates. This article reports on a small-scale study which explored the experiences of a group of early-adopter teachers attempting to enact Te Mātaiaho: The Refreshed New Zealand Curriculum (Ministry of Education in Te Mātaiaho: the refreshed New Zealand Curriculum: draft for testing, New Zealand Government, 2022), which was the first of several curriculum rewrites. The findings of the study shed light on the significant demands that complex curriculum reform places on teachers highlighting the emotional and professional toll this can take. The research identified two urgent needs: a greater awareness of what is required of teachers when curriculum change occurs, and a re-evaluation of the way New Zealand policymakers approach educational reform. These findings are very relevant as New Zealand teachers continue to grapple with constant change and the effects of this on their wellbeing.