
A graphic promoting a video on the press.co.nz site, titled, "What makes our schools so special".
Page 5 of Section A of the Christchurch Press, published on Tuesday 14 September 2010.
This study sought to investigate employee burnout within a post-disaster context by exploring teachers’ burnout perceptions and workplace attitudes in the aftermath of the 2010-2011 Christchurch earthquakes. The study hypothesised that burnout dimensions (emotional exhaustion and cynicism) would be related with the extent to which individuals and schools were impacted by the earthquakes, and with the quality of school support for staff and students (i.e., personal disaster impact, school disaster impact and school responsiveness to the disaster), with perceptions of role conflict and role overload, and with turnover intentions. Additionally, a Teacher Burnout Model was proposed whereby emotional exhaustion and cynicism were hypothesised to mediate the relationships between the independent variables (i.e., the disaster-related and role-related variables) and turnover intentions. 125 primary, intermediate and secondary school teachers from the city of Christchurch completed an online survey. Results revealed that high role overload, high role conflict, high school disaster impact, and schools’ ineffective disaster coping responses, were associated with increased levels of emotional exhaustion and cynicism. Although greater impact of earthquakes on teachers’ personal lives was related to higher levels of emotional exhaustion, results revealed a non-significant relationship between personal disaster impact and cynicism. In the Teacher Burnout Model, the relationships between both role stress variables and turnover intentions were mediated by perceptions of emotional exhaustion. This study contributes novel findings to the burnout literature, and provides implications for schools and organisations operating within a disaster context.
A map showing changes to school rolls in Christchurch and surrounding areas since the 22 February 2011.
The new Canterbury Earthquake Recovery Authority; they're putting the Rugby World Cup on the school curriculum.
A page banner promoting articles about the restoration of the Arts Centre, and the proposed schools merger.
Our education correspondent, John Gerritsen, has been covering the reorganisation of schools in Christchurch since the earthquakes.
A PDF copy of pages 338-339 of the book Christchurch: The Transitional City Pt IV. The pages document the transitional project 'Inside Out Project With Central New Brighton School'. Photos: Denise Mill
Private schools in Christchurch have asked the government for help as they try to cope in the aftermath of February's earthquake.
An incomplete layout for the front page of The Press. The main headline reads, "Two schools to go".
The front page graphic for the Mainlander section of The Press, featuring an article about the school closures.
Researchers Liz Toomey and Jeremy Finn, School of Law, in front of a damaged building in central Christchurch.
A bus tours a city street with destroyed schools either side. The guide points out destruction on the right from earthquakes and on the left from Hekia Parata. Wider context is the ongoing impact of the Christchurch February 2011 earthquake. The implication is that the earthquake caused physical damage to some schools and that the Minister for Education is responsible for destroying others with her announcement of school closures in Christchurch on 18 February 2013. Quantity: 1 digital cartoon(s).
Schools will begin re-opening from today in Christchurch, helping children and their parents regain some sense of normality amidst the chaos caused by last month's earthquake.
Some Christchurch schools are so worried about the impact of February's earthquake on their students that they want special consideration to be given in their exam marks.
A digitally manipulated photograph of a stencilled logo for the Christchurch School of Music. The photographer comments, "The Christchurch School of Music donated several old broken pianos to be placed on Gap Filler sites in Christchurch. Gap Filler make the land where buildings have been demolished into places the local inhabitants can enjoy. As in Maths two negatives make a positive".
The author followed five primary (elementary) schools over three years as they responded to and began to recover from the 2010–2011 earthquakes in and around the city of Christchurch in the Canterbury region of New Zealand. The purpose was to capture the stories for the schools themselves, their communities, and for New Zealand’s historical records. From the wider study, data from the qualitative interviews highlighted themes such as children’s responses or the changing roles of principals and teachers. The theme discussed in this article, however, is the role that schools played in the provision of facilities and services to meet (a) physical needs (food, water, shelter, and safety); and (b) emotional, social, and psychological needs (communication, emotional support, psychological counseling, and social cohesion)—both for themselves and their wider communities. The role schools played is examined across the immediate, short-, medium-, and long-term response periods before being discussed through a social bonding theoretical lens. The article concludes by recommending stronger engagement with schools when considering disaster policy, planning, and preparation http://www.schoolcommunitynetwork.org/SCJ.aspx
Photograph captioned by Fairfax, "Damage from the February 22nd earthquake in Christchurch. Waiting for water at Redcliffs School".
Historical images of the Engineering School, taken of the College of Engineering circa 1962. Image of the Mushroom Building.
Photograph captioned by Fairfax, "Music specialist Dale McKay and the children of Bluestone School record her earthquake song".
Photograph captioned by Fairfax, "All Black Captain Richie McCaw meets students of the badly-damaged St Paul's School".
Photograph captioned by Fairfax, "Music specialist Dale McKay and the children of Bluestone School record her earthquake song".
Photograph captioned by Fairfax, "Music specialist Dale McKay and the children of Bluestone School record her earthquake song".
A new way to get students left classroom-less by the Christchurch earthquake back into school is proving successful.
Students forced to leave Christchurch's Linwood College by February's earthquake returned to their school for the first time today.
John Townend is an Associate Professor at the School of Geography, Environment and Earth Sciences at Victoria University Wellington.
John Townend is an Associate Professor at the School of Geography, Environment and Earth Sciences at Victoria University Wellington.
Photograph captioned by Fairfax, "All Black Captain Richie McCaw meets students of the badly-damaged St Paul's School".
Historical images of the Engineering School, taken of the College of Engineering circa 1962. Image of the Mushroom Building.
Photograph captioned by Fairfax, "All Black Captain Richie McCaw meets students of the badly-damaged St Paul's School".