What makes quality teachers in remote First Nations schools and what difference do they make?

Abstract

Over recent years there has been a strong emphasis on engagement and attendance as indicators of success in remote First Nations education. Attendance in remote schools has been steadily falling for several years. At the same time teacher quality and quality teaching have been described as critical for student outcomes. Finding teachers who have the right qualities and experience for working in remote schools has long been a challenge. In this article, we ask the question: What is quality teaching in remote First Nations schools, and what difference does it make? The article is based on research conducted in Western Australia and the Northern Territory during 2023 by researchers from Batchelor Institute, Curtin University and University of Notre Dame. The research involved a quantitative survey involving 226 respondents, and qualitative interviews or yarns with 139 respondents, mostly conducted by Aboriginal community-based researchers. The sample included students, teachers and school staff, principals, and community members. The research aimed to determine why young people engaged with school, and what schools are doing to support young people to complete Year 12. Some of the strongest responses in the qualitative data suggested that the quality of teachers (not so much about the quality of teaching) affects student engagement. There were also indications in the quantitative data that teachers are important for engagement. Local teachers, and teachers who brought cultural knowledge, and who were able to support first language learning were recognised as making a positive impact.