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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 Role consensus and job satisfaction in the educational organization : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University(Massey University, 1971) Koopman, Peggy GA theory of social exchange was used as the framework for investigating role consensus between the Head Teacher and his staff on expectations of teacher and Head Teacher role and relating consensus to teacher job satisfaction. Association between job satisfaction and a number of personal variables was also hypothesised. The sample consisted of 147 intermediate school teachers in the ten intermediate schools in a New Zealand city. Only one of two central hypotheses proved significant. Role consensus between the Head Teacher and his staff on expectations of Head Teacher behaviour was positively related to job satisfaction, in that the greater the role consensus the greater the job satisfaction. No relationship was found between role consensus on expectations of teacher behaviour and job satisfaction. Only one of the personal variables, sex, proved to be related to job satisfaction, in that female teachers expressed greater job satisfaction than male teachers.Item The New Zealand intermediate school principalship : an interaction analysis using Talcott Parsons' theory of social action : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University(Massey University, 1979) Schimpf, Richard GeorgeThis study attempted an intensive interaction analysis of two New Zealand intermediate school principals, using Talcott Parsons' theory of social action as the framework. Parsons believes that within all social systems each functional problem dealt with has one and only one appropriate set of pattern variables that lead to system stability. This prescribed relationship was tested and subject to a number of limitations, was found to be well supported. Through this testing, data of a survey nature was compiled as to who with and about what the principals interacted. This data indicated that principals have a number of similar interaction patterns, but also maintain a high degree of individuality. Various factors within their schools, communities, and themselves were found to affect their interaction patterns. Through this application of Parsons' theory to a school setting, some worthwhile insights into the school's organisation and structure were obtained.Item The role of deputy and assistant principals in the New Zealand secondary school : a collaborative administrative project submitted in partial fulfilment of the requirement for the degree of Master of Educational Administration, Department of Education, Massey University(Massey Universtiy, 1999) Graham, Adie; Smith, LynleeThe purpose of this study was to examine the role and representation of DPs and APs in the New Zealand secondary school in 1999. While significant literature exists on the role of the Principal, there is little published literature on the DP/AP group. Since 'Tomorrow's Schools' there has been significant change in secondary schools yet little is known about how this change has affected the role and representation of DPs and APs. A previous study done by Manchester in 1983 formed a baseline for comparison. The current study involved conducting a replica survey, by questionnaire, with all DPs and APs in the historical 'central region'. 1983 and 1999 data was then compared. Eight DP/APs from the group of questionnaire respondents were then selected for case study. They were selected from a variety of secondary school types in an effort to make their voices representative. Interviews were conducted with these eight people to provide more in-depth information about what they do and how their current roles and representation affect them. The previous study identified that women were under-represented in senior school administration. In addition, their roles tended to reflect the traditionally feminine duties of 'hostessing and nurturing activities.' A focus for this study, therefore, was to investigate whether this situation had changed in light of legislative and policy changes in the intervening period. The present study concludes that change has occurred in both the role and representation of DPs and APs in New Zealand secondary schools. There is movement towards a team approach to management, workload has increased and job satisfaction decreased. The findings support previous New Zealand and international literature about what this group does but questions whether, as a group, they have real decision-making ability that should accompany these responsibilities. Concerns about equity in representation are also highlighted. Females are still under represented in DP positions. Finally, increasing numbers of DP/APs are looking at options outside education for their future.Item Instructional leadership as perceived by principals of 3-7 teacher schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Educational Administration at Massey University(Massey University, 1984) Payne, James RobertThe major objective of this study was to determine the match/mismatch between the ideal and the actual role of Instructional Leadership as perceived by a group of Teaching Principals (N=10) of 3-7 Teacher Schools. Instructional Leadership is one of the major components of the principal's role and involves influencing the work of another teacher in order to improve the perceived effectiveness of the teaching-learning experience. Teaching Principals of 3-7 Teacher Schools were chosen for the purposes of this study because these schools are an important component of the New Zealand education system, especially as falling rolls, changes in staffing ratios, and integration of private schools have increased both the proportion, and the total number, of these schools. Very little research has been carried out into the actual role of a Teaching Principal. Most of the literature on the role of a principal assumes that all principals are without the responsibility for an actual class. Teaching Principals have a dual role because, while Teaching Principals have been appointed as "Principal", they have the full time responsibility for a group of children. This study utilized semi-structured interviews to determine the perceptions of the Teaching Principals, and questionnaires to determine the perceptions of selected teachers in the Teaching Principals' schools. No observational or experimental interventions were attempted. Each of the Teaching Principals had experienced some kind of course or training in educational administration, however minimal. Some of the Teaching Principals expressed doubts as to the relevance of these courses or training to their present positions. The Teaching Principals perceived their role as both principal and teacher, and felt that they were unable to provide the standard. and extent of Instructional Leadership that their position required because of the lack of sufficient time resulting from involvement in full time teaching, administrative tasks and continual interruptions by visitors. Although the teachers were generally satisfied with the Instructional Leadership provided, there were differences in perception between the Teaching Principals and the teachers, with the teachers concentrating on the Teaching Principal's role as a facilitator and supporter. The teachers also placed greater emphasis upon help provided by other teachers. There were also some differences in perception between the Teaching Principals and teachers of the smaller schools and those of the larger schools. The latter schools appeared to be more formal with syndicates being the major organizational focus. While there was seen to be a need for more assistance with courses and training and the provision of extra professional and non-professional staffing to enable Teaching Principals to carry out their role as Instructional Leaders, the position of Teaching Principal was seen as providing definite advantages for Instructional Leadership. As classroom teachers, the Teaching Principals possessed a close identification with other staff members, and this gave credibility to their advice and guidance, as well as providing a practical example of class teaching. By utilizing the advantages of their position Teaching Principals can provide worthwhile Instructional Leadership, which will ultimately benefit the children in their schools.Item Changing the master of mastering the change?: women secondary principals and occupational closure : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Sociology at Massey University(Massey University, 1994) Bedford, RobThis thesis examines causes of, and reaction to, the under-representation of women as Principals in the secondary teaching service in New Zealand in the 1990's. The model of occupational closure developed by Witz (1992) is used as a theoretical base to describe the sexual division of labour and the vertical and horizontal segregation of women in the paid labour force. The concepts of exclusion, inclusion and change are used to analyse work history data derived from interviews with the research participants. It is argued that marked changes in societal and individual attitudes and in workplace practices are contributing to alterations in gender relations. Of particular importance, in contemporary inclusionary processes, is women's awareness of, and the value they attach to, the positive contribution that women can, and do, make to workplace relations. The thesis concludes that, despite the gains that some professional women appear to have made, access to positions of real power and equality in the workplace has not yet been achieved.Item Getting a life : principals and deputy principals reflect upon their changed career paths : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration, Department of Educational Studies, College of Education, Massey University(Massey University, 1997) Palmer, Rosemary AnnThe thesis aimed to find out why successful primary school principals were leaving teaching for other careers and why deputy principals were becoming increasingly reluctant to seek further promotion. The researcher was concerned to learn in the media of increasing numbers of principals leaving the profession and wanted to find out the reasons for this. The factors which influenced mid-life career decisions from the perspectives of two different groups, twelve recently resigned, successful urban primary principals and fifteen in-post deputy principals were critically examined. A between-group comparison of their attitudes and beliefs regarding the principal's role, role satisfactions and dissatisfactions and the impact of the 1989-1996 educational reforms on their career change decisions was conducted. A considerable body of qualitative and quantitative research literature has examined the reasons why teachers become dissatisfied and seek new careers. Of particular relevance to this study were those investigations which explored mid-career crises, 'triggers' which caused life reassessment and career pattern and promotion studies. Evidence in this study suggests that some principals resigned because of health-related problems exacerbated by high administrative workloads and stress. Others perceived a lack of attractive career opportunities within education and sought new challenges. Many of the deputies no longer aspired to principalship positions because of the stress, excessive administrative workload and the loneliness associated with the position. A number of members in both cohorts wanted to restore balance to their lives. In the researcher's opinion, if talented educational leaders are to be retained and the status of the profession enhanced, an independent, national, professional support body needs to be established for principals. Desirable, clearly-defined, well-compensated career paths must be created and additional administrative support provided to schools in low socio-economic regions. Traditional career paths of New Zealand teachers have changed and further evidence of the reasons for this is required. The career paths of male and female teachers are markedly different. Additional research is needed to ascertain if, as this study suggests, women seeking principal's positions are being disadvantaged. Ways must be found which will make the position more attractive to ensure that the best educational leaders are retained in the profession.Item Changing school practices : the impact of school development on primary and area school organisation and learning management : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University(Massey University, 1997) Stewart, David James; Stewart, David JamesThe thesis is an investigation of how principals construct meaning from experiences as they work through a School Development initiative. The study is not a formal evaluation of a particular strategy nor a comparison between different strategies. Its purpose is to understand more clearly the interface between principal thinking and action, and the development of coherent practices that lead to more effective teaching and learning in a school. Three case studies provide the data for the dissertation which focuses on the workings of schools following the major administrative changes in New Zealand education of 1989 in the establishment of self-managing schools. This context is further elaborated to consider the crucial role of the principal, how a School Development approach operates, and the conflicting positions of educational and reflective thinking, and managerial action. Throughout the case studies five propositions developed from personal experience and research findings are used to gain understanding and as indicators of principal thinking and action. The case studies occurred sequentially beginning with a residential design (Case Study A), having both residential and networked modes (Case Study B), and progressing to the inclusion of an audio-graphic component where there were large geographical separations between the groups of schools (Case Study C). Data gathering, use of teacher narrative within professional discussion, and a critical reflective stance were recognised as essential elements of the School Development approach. A commitment, by schools, to the ensuing hermeneutic practice tended to spread into other more casual staff interactions further supporting the concept of school as community. It is proposed that there are three critical periods for schools engaging in this kind of School Development activity. The first involves the link between personal and institutional development. A second involves networking and the third is when individuals and the school as a whole combine to celebrate successes. A visual metaphor constructed around sigmoid curves is presented for mapping and planning.Item The impact of the mathematical identity of school leaders on professional development in mathematics education in NZ primary schools : a case study of two New Zealand primary sector schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Albany, New Zealand(Massey University, 2010) Kendall-Jones, Stephen; Kendall-Jones, StephenThis study draws on psychoanalytical theory and research data to explore the experiences and impacts of different educational leadership approaches to improving teacher practice in primary sector mathematics education. Under consideration are the behaviours exhibited by Principals in response to their personal relationship with mathematics. Specifically, it examines how the mathematical identity of a Principal may influence their educational leadership of mathematics, how that may affect the provision of professional development for teachers who teach mathematics, and how that, in turn, affects the mathematical identity of those teachers. A review of the research literature reveals the importance of considering both the social and intrapersonal nature of mathematical identity and the interpersonal relationships of leadership and has led to this study being placed in the constructive philosophical approach from a Lacanian psychoanalytic context. The study also acknowledges the indeterminate nature of what the future holds, including the aim of school achievement, and defines this study as embedded in the postmodern system of ideas as a means of viewing social and cultural phenomena. The study is a comparison between two contrasting school environments. Consistent with an interpretive approach, data collection and analysis have complementary roles with each activity informing the other. Data collection instruments used for this study were the questionnaire, personal interviews, focus group interviews, and the researcher. The investigation revealed that a Principal who consistently addresses their mathematical identity, through direct participation in professional development, is more likely to correctly identify strategic development needs and to provide appropriate professional development in mathematics. This provision addresses the mathematical identity of teachers by improving mathematical content and pedagogical knowledge. The study found that many Principals were educated through a behaviourist pedagogy and that participation in current professional development allowed them to better understand the constructivist approach of contemporary mathematics education and best practice in classroom practice. The Principal!s personal participation also builds relational trust with the teaching team, enabling the conditions for a learning culture within their school. From these findings, recommendations are made for Principals to reflect upon the effective provision of professional development in mathematics whilst considering how psychological influences might affect their educational leadership of mathematics and teacher practice.Item Principal support : a personal construction? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education) at Massey University(Massey University, 2011) Bagnall, Gillian; Bagnall, GillianThe aim of this work was to find new approaches to supporting principals to be the ‘best they can be’ using individual principals’ own ideas of what support for principals does, could or should look like. Reflection was used as a research tool throughout as it offers opportunities to consolidate assumptions, to change our minds and rethink our assumptions, to synthesise new ideas with existing knowledge and come with up fresh perspectives to take up, reflect upon and act or not, to produce change, or not. The literature review having demonstrated that much is already known about what forms support for principals ought to take, this work became a vehicle for the voices of eight principals in Aotearoa/New Zealand each of whom after reflection provided accounts of their own experiences regarding support. Justified by the viewpoint that “originality” is “often buil(t) on ideas that others have already written about, extending an argument … … or modifying a point of view “Clark (2007, p.12), the investigation focussed on the data presented by individual principals juxtaposed at times with existing literature to determine if individual accounts might provide new perspectives on how provision of support for principals might enhance individual wellbeing. In concluding a number of recommendations were made for further research, both about support for principals and about collaboration between government departments to enhance services in schools.