Obligaciones financieras

The needs of participants were found to evolve and emerge through the phases of the research. Upon reflection, the OTTs commonly observed that they had initially been unaware of their shortcomings until situations arose for which they needed to find solutions. How individual teachers experienced these crises was affected by their prior teaching experience and nous. The experienced teachers’ early focus was on understanding the big picture such as familiarising themselves with NCEA standards and systems. Whereas, less experienced OTTs’ prioritised planning their lessons content and deli

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systems to assist them.

6.41 Induction needs

Half of the participants were appointed after the term had started and thus missed out on their school’s formal induction day(s). Some macro- and exosystem information was given via beginning teachers’ meetings but if the OTT was not a first or second year teacher they did

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or system for newly appointed teachers let alone OTTs.

Participants perceived that the onus was usually on them to identify their own deficiencies. These would come to light unexpectedly and would be stressful for the teacher. The majority view was that formally administered provision such as induction sessions did not sufficiently meet their needs because of poor timing and ‘information overload’. Participants attempted to navigate their schools’ systems unaided or sought help at the time when they needed it through informal means. Informal arrangements of buddies or an open door policy worked best for OTTs as they were able to access help that was timely and relevant to their situation. Schools that set up or favoured this approach were viewed positively. Several schools’ failure to

provide suitable buddies penalised their OTTs. The absence of effective induction systems identified by participants is surprising because if, as is asserted by Wong, Britton and Ganser, (2005), New Zealand schools have won international acclaim for their BT induction practices, why are OTTs are not afforded equally effective systems? It can be surmised that

be capable of providing for their OTTs induction needs if

ffered guidance nd had systems in place for their welfare and wellbeing. One might hope

applied to migrant teachers?

school devised per se, the opportunity to contribute schools would

they were required to do so.

6.42 Physical and economic needs

The physical and economic needs of the OTTs were largely ignored by their schools. Two of the ten participants received advice regarding housing and living in New Zealand from their principals after they were appointed. The remainder made their own way through the processes of relocating and re-establishing in a new country. The majority of participants experienced significant financial concerns stemming from low salary assessments. One school responded with a loan of $1000, another helped by arranging accommodation, the others were perceived as unsympathetic. The positioning of the schools towards their OTTs is surprising as most hosted international students; they o

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that this expertise would be

6.43 Work-life balance

The desire for an improvement in work-life balance was cited by many of the most experienced teachers as their motivation for immigrating to New Zealand. Every one expressed a desire to enjoy the natural and cultural opportunities in their new environment; some stated that they had already planned how they would occupy their leisure time before they emigrated. Participants reported seeking out likeminded people, joining groups and volunteering their time and expertise. Extra-curricular school activities were credited as helping OTTs make friends and gain affirmation. By the end of the second term all of the participants had reconnected with former hobbies outside of school and many had taken up new cultural or sporting interests. Although not

to extra-curricular clubs and social contact with colleagues was a positive ence for OTTs.

experi

.5 Do OTTs receive or request informal assistance, and if so,

that it was needed; they sought out colleagues who they perceived to be most approachable, most

informal assistance illustrate the combined effects of the OTTs’ agency the idiosyncrasies of their colleagues.

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what is the nature of this assistance?

6.51 Assistance to overcome academic assistance

All of the OTTs had anticipated a heavy workload during their first year. They observed that they could not know what they did not know, until they were found to be wanting. For some this was a major cause for concern and apprehension but most accepted that they would need to seek help in addition to that which was offered through the formal systems of the school. The most experienced teachers stated that they were proactive in seeking help when they became aware

knowledgeable and least preoccupied.

There was considerable variation in the nature and intensity of informal support received by OTTs. In some schools individual colleagues or teaching assistants went out of their way to befriend, nurture and support participants, while in other schools they were virtually ignored by colleagues. Experienced teachers usually took the initiative to explore online resources such as TKI and in-house databases. They also borrowed folders from colleagues to accumulate teaching and assessment materials. Other participants said they felt they had been fortunate to stumble upon resources or people who could assist them. Several of the less experienced OTTs were less self-assured and less demanding of their colleagues’ assistance, these teachers reported spending many hours preparing lessons because they lacked access to pre-prepared resources to make the task easier. Thus, participants’ experiences of and their ‘luck of the draw’ regarding

6.52 Being taken under the wing.

Veteran colleagues and school support staff have been shown to assist OTTs’ professional socialisation by adopting them and encouraging their involvement in school activities. Some of the veterans were fellow expats who sought out the new teacher to share wisdom and offer assistance. articipants valued the sound of a familiar accent or the opportunity to OTTs,

cited experiences beyond their local school main as affecting their professional socialisation. Hence, the remit of the P

converse in a mother tongue. Others, who eased the transition of several were the gregarious individuals on the staff.

6.6 How might schools improve the integration of their OTTs