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    Student representation on boards of trustees in Auckland secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration, Massey University, New Zealand
    (Massey University, 1993) Kelly, Oriel
    The topic of this thesis is the contribution and effectiveness of the student representatives on a small group of secondary school Boards of Trustees in a New Zealand city. The placing of a student on the governing body of New Zealand secondary schools was made law on October 1st 1989. This study, undertaken in 1991, the third year of participation, endeavoured to evaluate the working contribution of these representatives. Effectiveness was measured in relation to the expectations of the representatives themselves, their colleagues, and in the eyes of those they represent. The literature review established that participation by students in school decision-making is necessary and commendable but difficult to achieve successfully. The New Zealand structure is unique; yet it is of a similar non-proportional, consultative nature to that in other countries and it was suspected that this model would suffer from the same difficulties as those overseas. These difficulties might include role definition, difficulties in communication and consultation, inadequacy of training for their role and objections to the presence of students on the boards. A variety of methods was employed. The primary method used questionnaires administered to 16 newly appointed student representatives at schools in the Auckland area as a wide focus. Questions covered the areas of expectations, role, training, communication channels and limitations on student representatives' contribution to their boards. The narrow focus observed the student representatives in the public aspect of their role at four large Auckland schools. Opinions of the students' effectiveness and contribution were also sought from their fellow board members and the student body being represented at each school. This was done by questionnaire and attitude scale respectively. The two pronged investigation of wide and narrow focus sampling in the overall design provided the triangulation necessary to confirm the findings. Major Findings The study established that the role of the student representative is unclear to both themselves and those they represent. The role is also limited (illegally) by their fellow board members who place restrictions, "common sense" though they may be, on the contributions of the students, and often without the students themselves realising that their role has been restricted in this way. The student role tends to be more one of observer than participant. As suspected, effective representation by consultation is difficult to achieve. There was a strong feeling that the students should have a voice on the board but communication channels were difficult to establish and maintain and the student voice was seldom heard at board meetings. Few student representatives reported receiving any training for their role. This must, in turn, reduce the effectiveness of the student voice. Opposition to the presence of students on the boards was not obvious but methods were employed to restrict the participation of the students in sensitive areas - such as staff or student discipline - despite such restrictions being illegal and in contravention of democratic and participatory rights. The inclusion of a student representative on secondary school Boards of Trustee has proved popular with the student body. However the lack of training, and the covert opposition to such students severely limits their effectiveness. It is to be hoped that the recent law change, making their inclusion optional, will not see the complete demise of their contribution.
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    Change management : structural change-- a case study in the Maldives : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Educational Administration at Massey University
    (Massey University, 2007) Qasim, Mizna
    Changes to schools structure is a common practice in the Maldives. Structural change impacts on people at every level of the organisation. It is essential to identify how change is managed at different levels in schools in order to implement change successfully. This study is based in a secondary school in the Republic of Maldives. This research examines the processes, school systems and practices, that facilitate change in structure. It seeks to understand how processes facilitate structural change at the various levels of school organisation, namely senior management (principal, assistant principals, supervisors), middle management (heads of departments) and teachers. In this inquiry, the structure selected to examine processes of change is the 'Organisation Chart'; in particular, changes to the roles and responsibilities of individuals. To understand aspects involved in managing change, a review of literature focused on change and change management, leadership, structures of organisations, change agents and culture. This provided the researcher insight into the processes, aspects and issues in managing change. A qualitative case study was undertaken for this research. A qualitative approach allowed the researcher to understand multiple realities, interpretations and perspectives of individuals associated with structural change. Data collection incorporated individual interviews, focus group discussions, document analysis and observations. Data was analysed using the, 'constant comparative method' (Merriam, 1998). Evidence from this study suggests that equal attention needs to be given to the systems, change agents and culture of the school to facilitate and manage change.
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    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, Julia
    This 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.