School leaders’ perceptions on reading, writing and mathematics in innovative learning environments

ABSTRACT

In New Zealand, school buildings are being remodelled to accommodate several teachers and a large number of learners in one flexible learning space. School leaders’ perspectives were sought on what is happening in the teaching of reading, writing and mathematics. Interviews of the principal and deputy principal at a case study were conducted, and an online survey was used to target views of school leaders across New Zealand: completed by 115 principals and 56 deputy principals. The research found positive responses to the implementation of flexible learning spaces and the impact on the teaching of these three core curriculum areas. The findings suggest that given appropriate experience of such spaces, New Zealand principals (school leaders) seem to have the attitudes and understanding to support adoption of Innovative Learning Environments and recognise their potential benefits. However, the quality of teaching was key no matter which learning space was considered. Although Innovative Learning Environments, along with the cooperation between teachers that such spaces require, were seen as beneficial to learning, successful implementation will also require those leading the changes to place the learner as the focus of change, particularly for the substantive percentage of students who are underachieving in reading, writing and mathematics.

KEYWORDS:

• School leaders
• Innovative Learning Environments
• primary schools
• New Zealand
• reading, writing and mathematics

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

John Everatt http://orcid.org/0000-0003-3401-9220

Jo Fletcher http://orcid.org/0000-0002-4060-9369