Peer-reviewed research2017–2026 update
Above and Beyond: A Grounded Theory of Aotearoa/New Zealand High School Teachers’ Perspectives on International Study Tours
NZ high school teachers who led international study tours faced expectations and challenges that affected their lives, and found it hard to balance student safety with adolescents' desire for freedom.
What's new
This grounded theory study interviewed eight New Zealand high school teachers about organising and leading international study tours before the COVID-19 pandemic. The resulting theory proposes that navigating and negotiating learning experiences are key parts of the teacher's role. The expectations and challenges of the role affected teachers' personal and professional lives. The tension between teachers' sense of responsibility for student safety and students' wish to explore was hard to resolve, and teachers questioned the personal sacrifices involved.
Why it matters in Aotearoa
International trips are a high-stakes form of EOTC in New Zealand schools. This study highlights the expectations, challenges and safety pressures placed on the teachers who lead them.
Putting it into practice
Before approving an overseas tour, principals and EOTC coordinators can agree with lead teachers how student freedom will be managed and what support and recognition staff will get.
How strong is the evidence
This is a small qualitative grounded theory study with eight teachers, about tours run before the pandemic. It offers insight into teachers' experience but is not generalisable.
What to read
The findings on the safety–freedom tension and the personal costs for teachers.