Possibilities and Challenges of De-privatisation of Classrooms in a Developing Nation - Article 1

Oct 15, 2026

De-privatisation of classrooms opens spaces for teachers to observe colleagues, be observed, and engage in team teaching, reshaping how instructional practice is discussed and supported. A case study in Fiji examined school staff perceptions and practices using online questionnaires and face-to-face interviews from two urban secondary schools. The analysis covered 71 questionnaires and 16 interviews with quantitative and qualitative methods.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Context and challenges in Fiji

Barriers to teachers’ professional growth

Professional learning community (PLC) model

Australian Journal of Teacher Education | Volume 44 Issue 11 | Article 1 | | --- | --- | | 2020
Possibilities and Challenges of De-privatisation a Developing Nation
Parmeshwar Prasad Mohan
University of Tasmania, Australia, [parmeshwar.mohan@utas.edu.au](parmeshwar.mohan@utas.edu.au)
Karen Swabey
University of Tasmania
John Kertesz
University of Tasmania
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Adult and Continuing Education Commons | of Classrooms in | Recommended Citation Mohan, P. P., Swabey, K., & Kertesz, J. (2019) . Possibilities and Challenges of De-privatisation of Classrooms in a Developing Nation. Australian Journal of Teacher Education, 44(11) . Retrieved from [https://ro.ecu.edu.au/ajte/vol44/iss11/1](https://ro.ecu.edu.au/ajte/vol44/iss11/1) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol44/iss11/1](https://ro.ecu.edu.au/ajte/vol44/iss11/1) Possibilities And Challenges Of De-Privatisation Of Classrooms In A Developing Nation Parmeshwar Mohan Karen Swabey John Kertesz University of Tasmania Abstract: De-privatisation of classrooms signifies the opening of classrooms so teachers can ‘observe’, ‘be observed’ or ‘engage in team teaching’. This study examined the perceptions and practices of school staff to determine the possibilities and challenges of de privatisation of classrooms in Fiji. Employing case study methodology, data were gathered from two urban secondary schools using on-line questionnaires and face-to-face interviews. A total of 71 questionnaires and 16 interviews were analysed using quantitative and qualitative methods respectively. There were several findings which emerged from the study. Firstly, that there is a strong correlation between ‘observe’ and ‘be observed’ by colleagues. Secondly, that teachers’ major challenges in regard to de privatisation of classrooms are the workload and school culture. Thirdly, in developing countries, colleagues and the heads of department are seen as the most suitable people in the school context to cultivate the effects of de-privatisation particularly inside the classroom where support is needed to help teachers improve the instructional practices. Overall, teachers, heads of department and the school administrators need to work together to establish a culture of professional learning communities (PLCs) to enhance teachers’ instructional practices. Key words: professional learning community; de-privatisation; instructional practice; team teaching; observation; developing nation. Introduction Fiji has an archipelago of more than 330 islands and is a geographically scattered, developing country facing its own unique challenges regarding teachers’ professional learning activities. According to the Fiji Bureau of Statistics (2018), has a population of 884,887 from which 494,252 (55.9%) reside in urban areas and 390,635 (44.1%) in rural and remote areas. Rural and remote teachers have to travel long distances to attend Ministry of Education organised professional learning programmes and therefore lose a lot of teaching time (Tuimavana, 2010) . This is accentuated by some teachers having to spend almost a week waiting for return transport. Meanwhile, research in Fiji has affirmed that the majority of organised professional learning programmes run by the school heads are not meeting teacher needs because they are conducted using a top-down approach (Mohan, 2016; Sharma, 2012) . Internationally, Archibald, Coggshall, Croft, and Goe (2011) argued that a major barrier to teachers’ professional growth is a sense of isolation from professional learning programming that is commonly undertaken by departmental or school heads. Professional learning initiatives often apply a ‘one size fits all’ approach that have short-term objectivesand are disconnected from the realities of teach

FAQs

What does classroom de-privatisation mean in the study?

It refers to opening classrooms so teachers can observe colleagues, be observed, and participate in team teaching, enabling shared instructional support.

How was the research conducted in Fiji?

The study used a case study approach with online questionnaires and face-to-face interviews in two urban secondary schools, analyzing 71 questionnaires and 16 interviews.

What major challenges did teachers report regarding de-privatisation?

Teachers’ major challenges were linked to workload and school culture, affecting how de-privatisation could be implemented.

Oct 15, 2026

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