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Research papers, University of Canterbury Library

The 2010 and 2011 earthquakes in the region of Canterbury, New Zealand caused widespread damage and the deaths of 185 people. Suburbs on the eastern side of Christchurch and in the satellite town of Kaiapoi, 20 kilometres north of Christchurch, were badly damaged by liquefaction. The Canterbury Earthquake Recovery Authority (CERA), a government organisation set up in the wake of the earthquakes, began to systematically zone all residential land in 2011. Based on the possibility for land remediation, 7860 houses in Christchurch and Kaiapoi were zoned red. Those who were in this zone were compensated and had to buy or build elsewhere. The other zone examined within this research – that of TC3 – lies within the green zone. Residents, in this zone, were able to stay in their houses but land was moderately damaged and required site-specific geotechnical investigations. This research sought to understand how residents’ senses of home were impacted by a disaster and the response efforts. Focusing on the TC3 and red zone of the eastern suburbs and the satellite town of Kaiapoi, this study interviewed 29 residents within these zones. The concept of home was explored with the respondents at three scales: home as a household; home as a community; and home as a city. There was a large amount of resistance to the zoning process and the handling of claims by insurance companies and the Earthquake Commission (EQC) after the earthquakes. Lack of transparency and communication, as well as extremely slow timelines were all documented as failings of these agencies. This research seeks to understand how participant’s sense of home changed on an individual level and how it was impacted by outside agencies. Homemaking techniques were also focused on showing that a changed sense of home will impact on how a person interacts with a space.

Research papers, University of Canterbury Library

It is reported that natural disasters such as earthquakes impact significantly upon survivors’ psychological wellbeing. Little is known however about the impact of disasters upon the professional performance of survivor employees such as teachers. Using a survey research design with an emphasis upon a qualitative data collection, 39 teachers from 6 schools in the eastern suburbs of Christchurch, New Zealand rated the impact of the 2010 and 2011 earthquakes upon their professional performance and 13 volunteered to participate in a follow up focus group interviews. The data collected was interpreted via three theoretical/policy frameworks: the New Zealand Teacher Council mandatory requirements for teachers, the basic psychological needs theory and the inclusive transactional model of stress. Contrary to expectations, relationships with learners, colleagues, learner's whanau (family) and the wider community were on the whole perceived to be positively impacted by the earthquakes, while participation in professional development was regarded in more negative terms. The results indicated that teachers were able to continue (despite some stress reactions) because the basic psychological needs of being a teacher were not disrupted and indeed in some cases were enhanced. A model of teacher performance following a natural disaster is presented. Recommendations and implications (including future research undertakings) arising from the study are indicated. It was noted that given the importance of the school in supporting community recovery following a disaster, support for them and consideration of the role of teachers and the preparation for this should be given some priority.