Demotion and school leadership in Papua New Guinea: a Morobe Province case study

Abstract

Year after year a growing number of teachers in Papua New Guinea (PNG) public schools are demoted from leadership positions. The cost of human anguish cannot be easily measured and only those that are affected during their professional careers can share their experiences of being demoted. This study, using a case study approach, investigated the experiences of a number of demoted teachers in a PNG education jurisdiction. The objectives of this thesis were three-fold. Firstly, to ascertain the extent to which demotion affected teachers' ability to perform leadership roles in primary and secondary public schools in PNG. Secondly, the study was aimed at establishing whether cultural affiliation influenced the demotion and school leadership practices by teachers in PNG, a country with strong cultural beliefs and practices. Thirdly, the study ascertained if experiences in PNG were similar to those elsewhere as found in the academic literature. From the literature review, a conceptual framework was drawn. This was used as a guide to formulate the descriptive survey questionnaire and semi-structured interviews. The methodology applied was qualitative in nature. By and large, portions of the quantitative methodology were applied in areas deemed suitable to validate, add richness and depth to the extracted data. A sample of male and female demoted teachers, drawn from both primary and secondary schools in Morobe Province, were asked about how they exercised their leadership. The study focused on the performance of instructional roles, communication with their staff, students and parents, and problem solving in school. The total sample was of 10 demoted teachers (6 males and 4 females). Through a postal questionnaire, these study respondents provided background information including qualifications, ages and training. Further information was then sought in face-to-face interviews with 5 demoted teachers. One educational official (the Appointment Officer) was interviewed on the general topic of demotion and school leadership and his assessment of the performance of demoted teachers in Morobe Province. Demoted teachers who participated in the survey were selected mostly from rural, sub-rural/urban, and urban schools in Morobe Province. The education officials were chosen from officers in the provincial education office. The survey results showed homogeneity in leadership behaviours which demoted teachers reported. There was little evidence of gender differences apart from variation in reported difference relating to instructional roles. The interview results confirmed the findings from the questionnaire survey. The study showed that demotion affects school leaders' ability to perform leadership roles but the extent of this impact depended on the type of demotion experienced. Teachers who had been demoted voluntarily showed a much less negative effect than those with involuntary demotions. There was little difference between teachers from primary and secondary levels of education. The study found that affiliation influences the leadership perceptions and practices of demoted teachers. However, the extent of influence varied with individual school leaders. In PNG, a country where regional and tribal loyalties are prized, it is difficult to avoid the temptation of breaching the merit principle and doing favours to one's kinsmen. The study found that practices have been engrossed into the teaching profession, particularly in the teacher appointment process. This had led to unfair demotions of some teachers in the PNG teaching force, thereby causing varying levels of leadership performance by demoted school leaders. Nevertheless, two factors have emerged from the study. Firstly, demoted teachers, in spite of a negative perception by the wider community, have contributed to leadership development in PNG schools. Their expertise is valid and can be utilised to benefit the school and wider community. By embracing demoted leaders educational organisations can help rejuvenate these 'fallen leaders'. Secondly, leadership by demoted teachers is a growing phenomenon in PNG. Education authorities do themselves injustice if they pay less attention to this sensitive issue which is affecting an increasing number of teachers. The study has highlighted the need for recognition of this issue, and appropriate actions to resolve leadership situations towards enhancing school leadership. The study offers a number of strategies for action.