University of Tasmania
137506 - Possibilities and challenges of de-privatisation of classrooms.pdf (366 kB)

Possibilities and challenges of de-privatisation of classrooms in a developing nation

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journal contribution
posted on 2023-05-20, 11:02 authored by Parmeshwar Mohan, Karen SwabeyKaren Swabey, John Kertesz
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 deprivatisation 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 deprivatisation 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.


Publication title

Australian Journal of Teacher Education










Faculty of Education


Edith Cowan University

Place of publication


Rights statement

Copyright the authors

Repository Status

  • Open

Socio-economic Objectives

Management, resources and leadership; Policies and development; Pacific Peoples education not elsewhere classified