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Item Learning to lead student achievement : a mixed methods study on the leadership practices of New Zealand primary school principals : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand(Massey University, 2021) Rowe, Kathryn JoyThe study’s purpose was to contribute to the understanding of professional learning needs of primary school principals and to provide more information about effective leadership practices which raise student achievement in the context of New Zealand’s self-managing school system. This study employed a mixed methods research design to explore how a group of New Zealand primary principals used their direct and indirect influence to impact student achievement. The principals participated in a pedagogically-based leadership programme over 18 months as first-time principals in 2007. The study was situated within a pedagogical leadership discourse to explore how the principals developed their leadership practices over the decade to 2017. The research took place in two phases. In Phase One, a questionnaire was used to explore how 67 principals had developed their leadership practices during the decade 2007-2017. In Phase Two, 12 volunteer principals participated in interviews and contributed documents for analysis to investigate the influence of principals’ leadership practices on student achievement in New Zealand primary schools. Findings appeared to show that an influence of New Zealand’s self-managing schooling system was to increase principals’ work intensity and reduce principals’ focus on teaching and learning within their schools and the time for reflective practice. This work intensity was particularly noticeable for principals of small schools. Principals’ decision making was strongly linked to their theories of action. Theories of action based on pedagogical leadership better influenced student achievement. However, the findings suggested that principals also required time to influence practices within their schools. Extended time enabled principals to align pedagogical theories of action with learning and teaching activities, integrate new learning, develop relationships, promote dialogue about teaching and learning within the community of practice and embed self-improving processes for reflection and development of teaching practices. Principals’ participation in teachers’ professional development enabled principals to better act as a resource for teachers, engage more effectively in dialogue about teaching and learning, integrate new learning into school-wide practices, and enhance processes which facilitated learning within the community of practice. Establishment of structures which developed a safe and orderly environment and attended to the physical and psychological needs of students, appeared important prior to establishing structures which more directly emphasized classroom teaching and learning. Findings showed that New Zealand primary school principals’ professional learning is heuristic in response to contextual needs. Despite an emphasis on pedagogical leadership within New Zealand education policy and within the principal preparation programme attended by the principals in the study, not all the principals emphasized pedagogical leadership in their practice. Principals developed most of their pedagogical knowledge during their time as teachers. Principals, who continued to develop their pedagogical content knowledge by participating in teachers’ professional development, led high achieving schools. The New Zealand education system, while providing autonomy for principals, relies on a high level of unfunded, informal support from vicarious experts such as experienced principals, school community members or other personal contacts to apprentice the principal in a proportion of the knowledge, skills and dispositions required to fulfil the principal’s role. Local funding of principals’ professional learning leads to inequities of access to professional learning for principals of small and geographically isolated schools. The implications of the study are collaboration is required between practitioners, researchers and policy makers to advance solutions for problems of educational practice and that reduce contextual influences to principals’ workloads and better enable principals to focus on teaching and learning within their schools.Item A critical investigation into the challenges and benefits in developing a culturally responsive framework in a mainstream Kāhui Ako/Community of Learning : a thesis submitted in partial fulfilment of the requirements for a Master of Education, Massey University, Palmerston North, New Zealand(Massey University, 2019) Aim, DarylIn late 2014 the government announced the ‘Investing in Educational Success’ initiative with a $359 million budget. The initiative invited schools to form into local school clusters called Communities of Learning | Kāhui Ako (CoL). Ninety-three per cent of these clusters and CoLs, identified culturally responsive practice as a core objective. The Ministry of Education has through a number of initiatives attempted to address the achievement disparity between Māori and non-Māori that has resulted in a clear directive for teaching and learning to shift towards a pedagogical practice of ‘culturally responsive teaching.’ The intention of this research was to examine one CoL that ostensibly focussed on raising Māori student achievement. A qualitative case study approach was utilised that involved participants directly included in one Community of Learning that focussed on Māori achievement in State education, disparity, educational initiatives, and implementing the aspirations of Te Tiriti o Waitangi. The critical issue was whether there was evidence of tangible and measurable success for Māori students, and what, if any, barriers the CoL confronted in achieving its intended goals. The research shows that there were benefits to the schools and staff operating as members in the Community of Learning, such as the opportunity to network and work alongside colleagues from other schools. A strong view to emerge was that Across School Teacher (AST) positions benefitted substantially (and perhaps excessively) in the form of professional development, leadership opportunity, classroom release and increased pay. There was an absence of evidence to indicate any significant benefit to regular classroom teachers. The most damning finding of this research is that after four years of operation and over $2 million dollars there is no tangible evidence of any improved educational outcomes for Māori students. The CoL initiative, although meritorious in design, has in this specific CoL case study has failed to deliver any measurable benefit to priority learners. The Investing in Educational Success, with regard to the CoL can be considered, like a number of other initiatives, another lost opportunity for Māori. Further research into the impact of the Investing in Educational Success and Communities of Learning | Kāhui Ako (CoL) initiative is therefore warranted and highly recommended.Item E tipu ana te mana tāngata : supporting the development of leadership to enhance the quality of Māori students' learning in bicultural schools in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatu, New Zealand(Massey University, 2019) Dow, Susan RosemaryThe quality of Māori students’ learning in bicultural schools in New Zealand can be likened to the skeleton of a great moa in a Canterbury museum depicted in a poem written by Curnow (1979). Once vibrant and carefree, the moa was now unable to stand without the support of scaffolding. The egg beside it was cracked and glued together, devoid of life and hope. Many Māori students experience education like this. Their innate learning capacity has become extinct. Their learning is propped up by the scaffolding of remedial supports, their potential cracked and broken. Too few Māori students stand independently upright in their learning. Glen Colquhoun (1999) recently wrote a poem, “The trick of standing upright here is to use both feet” in response to Curnow’s lament. The feet can be likened to cultural perspectives. Māori in mainstream schools are commonly expected to stand one footed in a monocultural Eurocentered environment that is unnatural to them. Leaders must learn to make room for the other foot, the Māori centered understanding of the world on which Māori students can more naturally lean. This will eliminate the need for support and prepare students for active learning. Colquhoun (1999) continues “The art of walking upright here is the art of using both feet. One is for holding on. One is for letting go”. Leading in this manner, moving between the worlds of each foot, will help support students experience quality learning. The mana tangata, the power and authority, or efficacy (H. Tomlins-Jahnke & Mulholland, 2011), of leaders and learners will grow. Most mainstream schools are led by Pākehā in New Zealand. Therefore leading Māori students to first stand and then walk on two feet requires leaders to achieve a high level of personal cross cultural competency. I am a Pākehā woman working in a bicultural Christian school. I conducted three phases of action research to support quality teaching and learning for Māori students. I then used autoethnography to construct an evocative and analytical account of the research, including the deep reflections needed for me to make sense of the cultural interactions.Item Early childhood teachers' experiences of leadership development : a thesis presented in fulfilment of the requirements for the degree of Master of Education (Leadership and Administration) at Massey University, Manawatu, New Zealand(Massey University, 2018) Edwards, Megan Anne (née Shuker)There are clear links between quality early childhood education (ECE) and positive outcomes for children and increasing research reveals the link between effective leadership of early childhood centres and quality ECE within centres. Development of ECE leaders to support their leadership skills and competencies is essential as a pathway to support quality ECE. The aim of this research was to give voice to teacher leaders in the ECE sector by exploring their perspectives on their own journey into leadership. Surveys and interviews were used to gather data on leader experiences. Data were analysed using descriptive statistics, thematic analysis and a case study approach. Findings indicated that leaders believed they were poorly equipped to take on their leadership role and called for practice-based leadership support that goes beyond a theoretical understanding of leadership. It was also found that ongoing leadership development was largely self-initiated with a clear call for supported networking to create connections between leaders in what has become a highly competitive sector. This research is relevant to the ECE sector because it discusses the experiences of ECE teachers as they enter into leadership roles.Item How senior teachers in kindergarten associations in Aotearoa New Zealand, define, understand and enact leadership : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education (Early Years) at Massey University, Manawatū, New Zealand(Massey University, 2018) Campbell, Gaylyn JoyLeadership in early childhood education is gaining increased attention as evidence suggests leadership is a key factor in raising the quality of early childhood curriculum provision and learning outcomes for children. The present study examined the way in which one group of positional leaders, senior teachers within kindergarten associations in Aotearoa New Zealand, define, understand and enact leadership. The study was situated within a pragmatic paradigm and was descriptive in approach, offering insight into participant’s beliefs and practices. Employing a survey to gather both qualitative and quantitative data provided an avenue for participants to describe their understanding, practice and enactment of leadership. Qualitative data were analysed thematically with an inductive approach taken to identify patterns of meaning, while simple descriptive statistics were used to summarise and interpret quantitative data such as categorisations and ratings. Findings indicated the leadership role of the senior teacher is characterised by complexity, including the identification of eight key areas of responsibility: curriculum development, collaboration, managing human resources, staff development through the provision of professional development, liaison within and outside of the organisation, oversight across multiple sites, compliance and internal evaluation. Senior teachers’ understanding of leadership as a collaborative, relational endeavor focuses on building the professional capabilities of others, with the intention of strengthening curriculum and pedagogy and thereby influencing outcomes for children. Findings also revealed senior teachers navigate multiple and at times competing demands on their leadership work, exacerbated by the complex external environment within which it is enacted. While leadership was seen to be rewarding and valuable, noted challenges included lack of time, a concentration on compliance and accountability functions, perceived lack of influence on strategic work within their organisations, human resources activities and at times, limited scope to change the practice of others.Item Deliberative acts : a theory of school leadership : enhancing the classroom teaching and learning culture through contemporary learning pedagogy that has a positive influence on student achievement : a thesis presented in partial fulfilment of the requirements for the degree Masters in Education at Massey University, Manawatū, New Zealand(Massey University, 2017) Dacre, MariaThis thesis explores primary school leadership in a contemporary learning context to examine the influence that leadership has on teaching and learning and the raising of student achievement. Four models of leadership will be examined – Appreciative, Authentic, Instructional, and Pedagogal Leadership. In addition, school culture, community engagement, and leadership dispositions are discussed in order to understand how particular models of leadership can effect positive change. Case studies from the United Kingdom and Aotearoa New Zealand provide a context for discussion. Both case studies are situated in low socio-economic schools and involve schools that had been identified as under-performing. In both cases new school leaders were appointed. In a short period of time these schools under went significant positive change that resulted in a change of school culture, pedagogical growth for teachers, and raised student achievement. Through the examination of the deliberative acts of leadership, key qualities and dispositions of these successful leaders are identified. Commonalities and similarities across the case studies also identify that of the four models of leadership, the school leaders in this thesis identified most closely with Pedagogical Leadership. Contiguous with Pedagogical Leadership, it was found that high relational trust and community engagement were necessary in bringing about the genuine, sustainable change that resulted in raised student achievement. Sitting alongside the deliberative acts of leadership are the social and political drivers that effect school life both here in Aotearoa New Zealand and internationally. It is important to find a solution for not only improving educational outcomes for children but also for the pervasive inequities that exist within and beyond the school gate. One solution worth consideration is Sahlberg’s work on how Finland is able to provide comprehensive, equitable ‘holistic education’. Finally, with the very recent change in government, the possible changes that might occur in education and what these changes will mean for leadership and education in Aotearoa New Zealand are explored in a tentative way.Item Towards collaborative pathways of leadership in education for Māori : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education, at Massey University, Manawatū, New Zealand(Massey University, 2015) Bowkett, Makao TeresaThis thesis investigates Kaupapa Maori approaches to leadership that could assist secondary school principals and teachers to foster an environment to facilitate more appropriately, in Maori terms, the learning and teaching of Maori students who are attending mainstream secondary schools and kaupapa Maori schools in Aotearoa/New Zealand. The study included two types of secondary schools: one mainstream secondary school; and one kaupapa Maori school. In each school, interviews were undertaken with the two principals, groups of teachers and groups of parents. The aim was firstly to identify leadership approaches in the two schools that staff and parents there saw as successfully encouraging teaching and learning practices that are meeting the needs of Maori students. In addition two significant Maori leaders in Maori education were interviewed for their insights about the current state of Maori education and the potential future of Maori education. By capturing the perspectives of all the participants through a series of face to face interviews/kanohi ki te kanohi conversations the research investigated a framework for Kaupapa Maori approaches to leadership that is adaptable for mainstream and kaupapa Maori schools. The thesis concludes that there were multiple approaches to kaupapa Maori in terms of unique experiences and understanding, rather than one exclusive form of a Kaupapa Maori approach. The diversity of many Maori worldviews across iwi explained why there was no singular, universal concept found. Respondents identified tikanga Maori values and practices that were iwi specific, inclusive of cultural identity and whanaungatanga family relationships, as significant in kaupapa Maori approaches to leadership, but had reservations about the capabilities of schools’ leadership to adapt. Hence they highlighted the importance of collaborative pathways of leadership that encompass change in order to make a difference for Maori students. An implication of the findings is that principals need to be held accountable for the results of Maori students in their schools. Furthermore, secondary schools need to change the leadership, structure and pedagogy of schooling for the majority of Maori students attending mainstream schools, and for some in kaupapa Maori schools. Strategies for how to implement change implicated in the findings are explored.Item A lot of managing, a little leading : the work of newly appointed secondary deputy principals and assistant principals : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Administration at Massey University(Massey University, 2008) Scott, JuliaThis study examines the perceptions of a group of newly appointed, New Zealand secondary deputy and assistant principals. The study is set against two dominant educational discourses of the last two decades: the reforming discourse of the 1990s, which positioned school principals as chief executive officers with business and management skills; and a leadership discourse which emphasises leadership over management and the role of the principal as the educational leader of the school. The focus of the latter is on improving student achievement and developing and maintaining an effective school. In both discourses the importance of the principal has been established and reinforced through legal and policy decisions and initiatives. The review of the literature shows, however, few studies about DPs/APs and their professional work in either discourse. The purpose of the research is to undertake a qualitative case study of newly appointed secondary DPs/APs in 2006 and their perceptions of their work as leaders and managers as they began their new work and then six months later. The study used two questionnaires, and in-depth interviews with six DPs/APs. The first questionnaire collected demographic information about this group, as well as to their understandings of the work they would do as they took up their new positions. In-depth interviews of six DPs/APs were carried out to explore their leadership and management work six months into the job, which was supplemented with a follow-up questionnaire to the other participants. It is intended that the research will provide greater understandings of the work of a group of school leaders and managers about how little is known and whose voice is not heard in the educational leadership discourse. Many findings in this study reinforced previous findings from a small number of other studies. In particular, the work of DPs/APs was heavy, reactive and largely managerial, although the extent of this was largely unanticipated. Many of these newly appointed DPs/APs wanted a greater balance between the leadership and management aspects of their work. The principal remained the most important influence on their professional work, which was largely learnt on the job without any formal professional development. The importance of previous experience acting in the role emerged as important in understanding and gaining confidence in the position. By far the greatest challenge facing these newly appointed DPs/APs was staff relationships, which highlighted issues of power and authority that arose moving from a predominantly teaching role to that of a senior manager.Item 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 LynetteIn 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.Item Principal selection by Boards of Trustees : perception and process : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration, Department of Education, Massey University(Massey University, 1995) Notman, G. RossThis research study examines three regional primary school Boards of Trustees in New Zealand leading up to the appointment of their new teaching principal. It focusses on trustee perceptions of educational leadership and on each Board's principal selection procedures. The conceptual and research framework identifies three areas for investigation: trustees' new employer role as a result of devolved educational control and their future training needs; the principal's dichotomous role as leader and manager of the school; and the efficacy of the principal selection process taking into account trustees' knowledge of the job, core principal qualities necessary for the position, identification of selection criteria, subjective factors and gender considerations. A qualitative case study approach was used to illuminate the selection process which involved a total of 17 trustees. The research design was based around four information sources: documentary analysis, questionnaire, observational recording of meeting discussions, and a focussed interview with each trustee. Results of the study showed that trustees' predominant perceptions of principal qualities lay in the area of personal relationships and practical teaching experiences, with a preference for leadership rather than managerial skills. Trustees were not yet comfortable in their employer role, and selection processes displayed weaknesses in assessment methodologies and their consistent application. Results also revealed the impact on trustees' decision-making of subjective factors such as selector impressionism, and of the concept of 'best fit' involving dual processes of job and person perceptions. As a consequence, the study recommends that future trustee selection training should be directed towards an understanding of employment legislation and of school leadership and management issues, and a greater proficiency in the use of valid assessment methods. These research findings have implications not only for trustee personnel training but for the expectations of a principal's role in today's schools, and for a broader definition of the principle of merit selection.