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    "I'm the boss"-- a study of leadership and the labour divide in some secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Women's Studies at Massey University
    (Massey University, 1997) Dillon, Linda Maria
    When is a principal not a principal ... when s/he is an associate principal. The position of associate principal in secondary schools in New Zealand is a site of contradiction. At the same time as the associate is a principal she (often he) is not a principal. As schools with a population of more than 1400 students expand their rolls (Sergiovanni, 1995, Grace, 1995) they can choose (O'Neill, 1996, Armstrong, 1991) whether to include an associate principal in their management structure. While some of these schools turn down the offer, others choose to do so. That such a possibility is available suggests that hierarchical structures (Court, 1993; Regan, 1995) in these organisations are breaking down. It would appear that schools can design the management structure that best suits them, and that their leaders create their own 'badge of office' (Raymond & Cunliffe, 1997), and enact 'their' particular vision (Hegelson, 1990; Belenky et al, 1989). Devolution of power (Lukes, 1974; Smyth, 1989; Deem et al, 1995) to community level contains the possibility of more democratic and participatory leadership (Wilson, 1995; Brosnahan, 1996). The role of the state (O'Neill, 1996; Armstrong, 1992) in endorsing and effecting these changes is central. In contradictory fashion the state is both present and absent in the operation of secondary schools. It claims to be an unequivocal advocate of Equal Employment Opportunity practices (James & Saville-Smith, 1992), yet at the same time will allow one principal only to lead and manage (Grace, 1995; Olsson, 1996) a school. The power that schools have to make decisions around leadership is not as clear cut as it might seem. Historically and persistently schools have been led by men (Grace, 1995). Common belief, largely unquestioned, (Connell, 1987; Court, 1994) suggests that 'strong men' (Connell, 1996; Eveline, 1996, Hurty, 1995, Court, 1989) are required in the schools of today. Women seem (Wodak, 1997; Eveline, 1996) not to fit the bill (Still, 1996; Acker, 1991; Evetts, 1996), thus are not appointed. Many more women, it is generally asserted, prefer to teach rather than manage (Shakeshaft, 1989). Typically women are thought to have a different style (Rosener, 1990; Ferrario, 1991; Southworth, 1993) of leadership which may not be suitable in the competitive educational marketplace of the present (Wilson, 1996; Smyth, 1989), but suited to a collaborative (Brosnahan, 1996; Hargreaves, 1994) organisational culture, perhaps of the future. The position of associate principal can function as a transitional position, providing a formal mentoring opportunity (Woodd, 1997; Ehrlich, 1995). Whether it can facilitate the movement of women into senior management, and reduce principal isolation, is explored in this thesis.
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    In what ways does principal leadership impact on whānau engagement in a mainstream secondary school? : a thesis presented in fulfilment of the requirements for the degree of Master of Philosophy Māori at Massey University
    (Massey University, 2007) Wilson, Dianne Lynette
    In what ways does principal leadership impact on whānau engagement in a mainstream secondary school? Principal leadership is an integral dimension in the schooling process. The principal ideally leads a team of professionals, guiding, supporting, and nurturing their development toward positive outcomes for Māori students including whānau engagement, to achieve this goal. In addition, s/he will ideally provide a framework of expectations, these being based on a theoretical and practical knowledge base as well as values that inform decision making. Within the framework of Māori education, the dimension of whānau participation continues to be a dimension needing further exploration in terms of its potential contribution to positive academic, social and cultural achievements of students. The focus of this thesis is to explore the role of the principal as both the leader of staff and the wider school community to support and enhance Māori student achievement in mainstream schooling. Principals lead from their knowledge base and their underpinning attitudes. It is the interweaving of these two elements, how attitudes inform behaviours and how these discrete set of skills required for leadership foster successful whānau participation which will be developed. A role of the principal is to empower staff to take a leadership role. In terms of whānau participation, an area of the schooling process that continually needs fostering, principals set the direction for staff to develop relationships with the Māori community. The set of skills required to achieve this will be explored, expanded and reflected upon. This thesis is a case study of one inner city secondary school which is a lead school in the Ministry of Education's Te Kauhua professional development project. Data will be collected from the principal, staff and whānau within this school community.
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    Discourses of difference : a study of how secondary school teachers and administrators position sexual diversity in the context of school : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education Administration at Massey University
    (Massey University, 2000) Shaw, Cynthia Isabel
    This is a study of how New Zealand secondary school teachers and administrators (defined as senior managers and school trustees) position people and issues of sexual diversity in their schools. New Zealand and overseas studies have reported that gay, lesbian and bisexual young people and teachers experience damaging effects of heteronormative discursive practices that prevail in schools. While there are some successful overseas models for intervening in schools to make the environment safer for lesbian, gay and bisexual students and teachers, such as the Massachusetts Safe Schools Project (1993), no studies have investigated how New Zealand teachers and administrators think and feel about sexual diversities. Such information is important if change strategies in New Zealand schools are to be successful. This study uses a feminist poststructural framework to explore this issue through identifying and analysing the discourses that are constraining and / or enabling teachers and administrators to address the discriminatory practices in their schools that affect lesbian, gay and bisexual students and teachers. A survey questionnaire, with some closed but mostly open questions was used in ten secondary schools of differing types in mainly urban settings. Among the more open questions, participants were also asked to respond to a set of 'Scenarios' as a means of gathering data for a discourse analysis. The research identified that while liberal humanist discourses of individual rights were defining and limiting possibilities for professional interventions, 'othering' and minoritising discourses of homo/sexuality as essential difference were also leaving the privileged status of heterosexuality as unproblematised. A majority of the respondents perceived that gay, lesbian and bisexual students, but not teachers are adversely affected by heteronormative practices in their schools, and a majority believed their schools were not doing enough to address this issue. Increased visibility of sexual diversity in the curriculum was the most cited suggestion for action in their schools. Recommendations are made to capitalise on these findings and understandings so that sensible steps can be taken to intervene in the professional practices in schools to make school a safe and rewarding experience for all students.