\u201cMost people, myself included, even given the stuff we\u2019re currently dealing with, will tell you we absolutely adore what we do for a living.<\/p>\n
\u201cThe problem that we have is we\u2019re now getting our family saying, \u2018you can\u2019t keep working at this pace\u2019.\u201d<\/p>\n
Laingholm Primary School principal Martyn Weatherill says principals are lacking enthusiasm and energy for the job, and are at risk of burnout.<\/p>\n
Invercargill\u2019s James Hargest College principal Mike Newell, who is the vice-president of the Secondary Principals\u2019 Association of New Zealand, said many principals are working between 50-65 hours per week – putting them at risk of burnout.<\/p>\n
A recent wellbeing survey of 164 high school principals by Umbrella Wellbeing also found 58% were unhappy with their work-life balance.<\/p>\n
The Government, meanwhile, has introduced several education reforms this year.<\/p>\n
\u014ct\u0101huhu Primary School principal Jenny Bernard said the reforms are being \u201caggressively pursued\u201d and mark a major shift in how schools are governed.<\/p>\n
\u201cIt is unrelenting and principals do not have enough time to understand and embed the reforms being asked of us,\u201d she said.<\/p>\n
Newell said he supports some aspects of the curriculum changes for secondary schools, citing that NCEA had become too flexible and that the new content is more prescriptive.<\/p>\n
\u201cIt\u2019s not the fact that it\u2019s changing, it\u2019s the pace and implementation of it,\u201d he said.<\/p>\n
For primary school principals, the Government has released a full draft of the new curriculum for year 0-10 students and the rollout will begin next year, as part of a four-year phase in.<\/p>\n
Originally, the timeline for implementation was three years, but Ministry of Education Te Pout\u0101h\u016b curriculum centre deputy secretary Pauline Cleaver said to support schools the timeline was extended by a further year.<\/p>\n
The consultation period lasts until April 24, and Cleaver said consultation is genuine, and every piece of feedback will be \u201ccarefully considered\u201d.<\/p>\n
\u201cThe reason for progressing the curriculum changes now is to maintain momentum on improving student achievement and equity,\u201d Cleaver said.<\/p>\n
\u201cWe know change can feel challenging, which is why the process includes phased implementation and ongoing support for schools. This is not about rushing decisions.\u201d<\/p>\n
Porirua principal Lynda Knight believed a lack of consultation on curriculum changes has left many principals feeling \u201cdisrespected and ignored\u201d.<\/p>\n
An open letter was written to the Minister of Education by 21 schools in Porirua last month objecting to the removal of the statutory objective for school boards to \u201cgive effect to Te Tiriti o Waitangi\u201d.<\/p>\n
A petition on the objective\u2019s removal launched by the National Iwi Chairs Forum, representing 88 iwi across Aotearoa, also has more than 22,000 signatures.<\/p>\n
The letter from the leadership teams of the 21 schools argued the new curriculum materials failed to adequately reflect the cultural knowledges and learning approaches of M\u0101ori and Pacific learners in areas such as social sciences and health.<\/p>\n
Mangaweka School principal Memory Lyon says the new curriculum “undervalues and undermines” the whakapapa and history of Aotearoa. Photo \/ Eva de Jong<\/p>\n
Near the Rangit\u012bkei river, at the small rural primary Mangaweka School, principal Memory Lyon said the new curriculum claims to be world class but she believed it undervalues and undermines the whakapapa and history of Aotearoa.<\/p>\n
\u201cIt is a familiar rhetoric that divides communities, yet here we are again,\u201d Lyon said.<\/p>\n
\u201cThe bleaching of the curriculum and the blatant dampening of our unique indigenous culture needs to stop.\u201d<\/p>\n
Weatherill said for primary school principals, the new curriculum appeared heavily weighted towards Western European content and knowledge systems.<\/p>\n
\u201cOut in Wait\u0101kere, we\u2019ve got the Wait\u0101kere Ranges and the beaches, everything that is quintessentially New Zealand.<\/p>\n
\u201cAnd we\u2019re going to have to teach Victorian, French Revolution and the Romans. I ask the question, why?\u201d<\/p>\n
In Auckland, Lincoln Heights School principal Leisha Byrnes criticised the lack of Kiwi authors and scientists in the new curriculum.<\/p>\n
\u201cIt will come down to straight memorising, it\u2019s not deep learning,\u201d Byrnes said.<\/p>\n
But Cleaver said the refreshed curriculum has been designed and written in New Zealand, and the content in each learning area is carefully selected for the New Zealand context, balancing national and global perspectives, and reflecting te ao M\u0101ori.<\/p>\n
\u201cThe curriculum provides a clear framework that makes sure all students have access to the same rich, meaningful knowledge,\u201d she said.<\/p>\n
In Invercargill, Waverley Park School principal Kerry Hawkins said he is concerned children with learning difficulties, or students who require a different teaching style, could be left behind by the new curriculum.<\/p>\n
For schools with teaching principals who are also required in the classroom, the pace and speed of the changes is \u201cludicrous\u201d, Hawkins says.<\/p>\n
\u201cThere\u2019s not a snowflake\u2019s chance in hell of keeping up with this. Let alone actually assimilating and digesting it,\u201d he said.<\/p>\n
Cleaver said schools are supported to design localised learning experiences that respond to the needs of their students and communities, and they will continue working with teachers and principals to shape the final version of the curriculum.<\/p>\n
\u201cChange takes time, and there is no expectation of perfection on day one,\u201d she says.<\/p>\n
\u201cWe will continue working closely with the sector throughout this process.\u201d<\/p>\n
Explaining the day-to-day job at \u014ct\u0101huhu Primary, Bernard said along with implementing the curriculum, principals now regularly deal with reports of violence. <\/p>\n
Taking on added responsibilities such as student mental health, crisis management and community relations were historically not part of the role, she said.<\/p>\n
Higher rates of anxiety and mental health issues also mean schools are needing more counselling and teacher aide support, with principals having to deal with serious behavioural problems in the classroom.<\/p>\n
At Carlton School, with less than 300 students in Whanganui, principal Gary Johnston said the job can be \u201cincredibly pressurised\u201d.<\/p>\n
Last Friday, Johnston said he responded to an altercation between parents on the school grounds.<\/p>\n
\u201cIt\u2019s hectic. Every day is just crazy,\u201d he told the Weekend Herald.<\/p>\n
The variation and challenges thrown at principals and the chance to help people are part of what makes Johnston love his job, but he is also concerned with the stress school staff are under trying to manage students.<\/p>\n
He said he has noticed a higher number of children at schools are unable to manage themselves in a classroom environment and some exhibit intimidating behaviour.<\/p>\n
There are more new entrants arriving at school without clear speech or appropriate oral language skills, which sets them back when learning to read and write, Johnston said.<\/p>\n
James Hargest College principal Mike Newell says principals are working longer hours that are well above OECD averages.<\/p>\n
Weatherill, meanwhile, said he believes a student\u2019s home environment doesn\u2019t get discarded when they walk through the school gate, and the cost-of-living crisis is affecting children in the classroom.<\/p>\n
Lyon also said she\u2019s observed students who find it hard to focus and concentrate, with some studies starting to show screen time and online gaming changes the structure of a child\u2019s brain.<\/p>\n
Cleaver said the Ministry understands the pressures schools are facing, including increasing complexity in student needs and the challenges of managing behaviour.<\/p>\n
\u201cThe Ministry continues to provide support through initiatives such as additional teacher aide funding and resources to help with wellbeing and learning needs,\u201d she said.<\/p>\n
In Auckland, for Byrnes, learning space is a major issue.<\/p>\n
She said 100 children have enrolled at her school in the past 18 months and their school roll has risen to 600 students. <\/p>\n
For many schools, especially in central Auckland, acquiring extra land to keep up with the pace of a growing roll is difficult.<\/p>\n
Byrnes said her school has been holding classrooms in the library and school hall: \u201cEvery available space is used up\u201d.<\/p>\n
Weatherill said despite the challenges, many principals will be reluctant to leave the profession after long teaching careers and have a strong sense of duty towards the school communities they serve.<\/p>\n
\u201cThey\u2019re in it for the kids, and they stay there for that reason,\u201d he said.<\/p>\n
Eva de Jong is a reporter covering general news for the New Zealand Herald, Weekend Herald and Herald on Sunday. She was previously a multimedia journalist for the Whanganui Chronicle, covering health stories and general news.<\/p>\n