A structural interaction model of the primary school in Papua New Guinea

Most of the published research that has been carried out in Papua New Guinea primary schools has been directed at either the cognitive learning problems of children, or the mismatch between the cultures of schools and their communities. Both the cognitive-psychological approach and the culture-conflict approach lack explanatory value of some of the problems that are faced by teachers and students in primary schools. This study attempts to examine the Papua New Guinea primary school system from a systems methodological standpoint. A descriptive structural model has been assembled from tape-recorded interview data of some 110 education department staff. These staff included District Superintendents, School Inspectors, Principals and Teachers. An analysis of this structural model has shown that there are two dominant sets of forces which influence teachers in their day-to-day school activities. One set originates within the local community and expresses its expectations and aspirations of its school. The other set originates from the influence of the teacher promotion and reward system on the degree of teacher satisfaction. Results obtained from the analysis of the structural model show how difficult it will be to effect change in the education system through teacher participation