TEACHER SHORTAGES: A PATHWAY FOR NEW IMMIGRANT TEACHERS INTO MĀTAURANGA MĀORI

Introduction - Teacher Shortage

Aotearoa is facing a serious teacher shortage. In 2025 alone, it's predicted that we’ll be short by 1,250 teachers across the motu. To fill this gap, schools are turning to overseas teachers, many of whom will arrive here with little or no knowledge of our country’s cultural landscape.

For those coming from non-English speaking backgrounds, English will be their second language. But even those who speak English natively will likely be unfamiliar with te reo Māori, tikanga Māori, or the foundational role Te Tiriti o Waitangi plays in our education system and national identity.

So, how can schools help these teachers begin their journey into te ao Māori in a way that’s meaningful, accessible, and empowering? Start with Pepeha Whakarite.

Why Pēpeha?

A pepeha is more than a self-introduction. It is a cultural practice that connects people to place, to people, and to purpose. For Māori, pepeha affirms whakapapa and identity through ancestral connections to maunga, awa, marae, hapū, and iwi.

For newcomers to Aotearoa, pēpeha can be a powerful gateway into understanding the worldview of tangata whenua. When done thoughtfully, it becomes an invitation to locate oneself respectfully within this land and its stories.

Two Types Of Pēpeha Whakarite

1. Pēpeha Māori: This is the traditional form used by tangata whenua, grounded in ancestral connection to whenua, whānau and whakapapa. It is not appropriate for non-Māori to mimic this structure without whakapapa Māori.

2. Pēpeha Urutau: A guided, adapted form for tangata Tiriti - those who have settled here from overseas or those whose ancestors settled here and wish to express their place in Aotearoa while respecting the indigenous framework. It allows teachers to speak from their own experiences of arrival and settlement while recognising Māori as tāngata whenua.

What Schools Can Do

1. Offer an Introduction Workshop on Pēpeha

Run a short, accessible session (60–90 minutes) introducing the concept of pepeha. Start with pēpeha Māori, then introduce the pēpeha urutau format for newcomers. Use visual aids, maps, and real examples. Frame it as a way to build relationships with students, colleagues, and the wider school community.

2. Create Space for Reflection and Sharing

Encourage new teachers to reflect on their own backgrounds, where they come from, how they arrived here, and what they bring to their teaching practice. Create moments in staff meetings or PD days where pēpeha can be shared. This builds a culture of inclusion, respect and whanaungatanga.

3. Provide a Simple Pepeha Urutau Template

Give teachers a mihimihi template containing the pepeha urutau format that they can personalise.

For example:

Tēnā koutou, tēnā koutou, tēnā tātou katoa, anei taku pepeha urutau:

Ko [Your ancestry/heritage] tōku whakapaparanga mai.

Ko [Your Mountain] te maunga o tōku ngākau.

Ko [Your River] te awa o tōku ngākau.

Ko [Your Country] te whenua i whānau mai au.

Ko [Year of Arrival] te tau i heke mai au ki Aotearoa.

Ko [Your School/Community/Place] te wāhi au e noho ana.

Ko au he kaiako i konei.

Ko [Your Name] tōku ingoa.

Nā reira, nōku te maringa nui ki te noho i runga i te whenua o [Local Iwi].

Ko te tūmanako ka tipu aku mātauranga mō tēnei ao rangatira o te ao Māori.

Tēnā koutou, tēnā koutou, tēnā tātou katoa

Translation:

Greetings, greetings, greetings to us all, here is my adapted pepeha:

[Your ancestry/heritage] is my ancestry/heritage.

[Your Mountain] is the mountain of my heart.

[Your River] is the river of my heart.

[Your Country] is the land where I was born.

[Year of Arrival] is the year I came to Aotearoa.

[Your School/Community/Place] is the place where I live. I am a teacher here.

[Your Name] is my name.

Therefore, I am fortunate to live on the land of [Local Iwi]. It is my hope that my knowledge will grow in this esteemed world of Te Ao Māori.

Greetings, greetings, greetings to us all.

Allow the new teachers to practise their new pepeha urutau in small groups as part of a staff meeting or in a professional development workshop.

4. Connect with Local Iwi or Cultural Advisors

Partner with local iwi, marae, or cultural advisors to support the pepeha process and answer questions. This builds trust and prevents missteps. It also signals to new staff that te ao Māori is not something they are expected to navigate alone. Ensure that the partners are up to speed with the emerging pēpeha urutau for Tāngata Tiriti. Be aware that not all are up to speed. Pēpeha urutau is an emerging tikanga for non-Māori.

5. Model and Integrate Pepeha in Daily School Life

Encourage leadership and senior staff to open meetings, assemblies, or parent gatherings with their own pepeha. Incorporate pepeha into school signage, websites, and teacher profiles. Expect teachers to encourage the use of pēpeha urutau and pēpeha Māori in their classrooms. Students should be very familiar with the difference. Normalising pepeha helps remove fear or shame, and shows that we’re all learners.

Conclusion: Why Starting With Pepeha Matters

For teachers new to Aotearoa, learning how to create and share a pēpeha urutau is not just a helpful cultural practice - it’s an essential first step in building a respectful relationship with the land, its history, and its people. It offers a way to locate oneself within this country while honouring the mana of tangata whenua.

Just as important is understanding how a pepeha Māori is different. It is grounded in whakapapa, in ancestral connection to whenua, in belonging that spans generations. These are not things that can be adopted or borrowed - they are inherited.

Recognising this distinction and learning how to express identity in a way that respects it is a powerful act of humility and honour.

As the whakataukī reminds us:

Ko te kai a te rangatira he kōrero.

The food of chiefs is dialogue.

Let us ensure that the first kōrero we invite our new teachers into is one of respect, belonging, and shared understanding. When we get pēpeha right—both in form and in meaning—we lay the foundation for deeper, more authentic engagement with Te Ao Māori, Te Tiriti o Waitangi, and the diverse communities we serve in our schools.