A majority of secondary school teachers use te reo Māori in the classroom, according to the 2025 National Survey of Secondary Schools. The survey, run by the New Zealand Council for Educational Research (NZCER), shows that Māori words or phrases such as greetings and farewells are used in most secondary classrooms, with only 12 percent of teachers saying they don’t feel confident enough to use te reo Māori.
Only 12 percent of teachers said they don’t feel confident enough to use te reo Māori. The survey also found that more teachers are incorporating tikanga Māori and te reo Māori into their teaching, compared to 2018 and 2021.
Te Reo Māori Use in Classrooms
Kaiako Māori were more likely to use te reo Māori in their classrooms at higher proficiency levels. The survey asked teachers to describe their current level of use of te reo Māori, with 55 percent selecting “he kākano (emerging/limited)” and 42 percent selecting “he whanake (developing)”.
A small proportion, 3 percent, reported a “panekiretanga (strong)” level of use. In comparison, primary teachers surveyed in 2024 selected “he kākano” (31 percent), “he whanake” (64 percent), and “panekiretanga” (5 percent).
Enacting Te Tiriti o Waitangi
Most teachers thought Te Tiriti o Waitangi was widely enacted in school values and day-to-day activities. However, there was more variability in views on whether a school had a shared understanding of Te Tiriti o Waitangi. Report author Jo MacDonald noted that most teachers think Te Tiriti o Waitangi is enacted in their school’s values and daily activities.
The growing use of reo Māori in classrooms is one aspect of this, with more teachers saying they incorporate tikanga Māori and te reo Māori in their teaching now, than in 2018 and 2021 surveys. Teachers also reported high use of many practices that support inclusive and culturally responsive learning environments.
Two-thirds of teachers reported that professional learning and development (PLD) in the past three years had provided practical support in understanding tikanga Māori. Over half of teachers said PLD had helped them teach ākonga Māori and build connections with whānau Māori.
The report noted that while many teachers and schools are working actively to support ākonga Māori, some ākonga may face environments where culturally responsive practices are less visible or embedded. Future efforts should continue to focus on PLD related to te ao Māori, and ensuring all schools can consistently provide culturally sustaining and affirming learning experiences for ākonga Māori.
