Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. The Development of the Auckland Primary Principals' Association 1901-1998 Forsan et haec olim meminisse iuvabit (The day may dawn when this plight shall be sweet to remember) A Study of a Voluntary, Professional Organisation in the New Zealand Education System A Thesis presented in pactial fulfillment of the requirements for the degree of Master in Education At Massey University, Palmerston North, New Zealand Nigel Llewellyn Langston 1999 ii ABSTRACT This study investigates how, and why, over a period of approximately 97 years, primary principals developed the Auckland Primary Principals' Association (APPA) along particular lines. Hereafter, this discussion will refer to it as the Association or the APP A. The two central questions addressed are how the organisation served the needs of particular groups and how it served the needs of primary education in New Zealand. Supporting these two questions are four areas of focus - the extent of change, the external and/or internal catalysts, the political role of the Association and the Association's adaptation to the times. The Auckland Headmasters' Association (AHMA), now called the APPA, as an education organisation, was, and remains, a middle level organisation. It operated as a conduit between grass-roots concerns of classroom teachers and more embracing organisations such as the Department of Education and the Auckland Education Board (AEB). It provided a special forum, initially for Auckland headmasters and later for Auckland primary principals. It has been shown that the commonly held dual membership of the AHMA and New Zealand Educational Institute (NZEI) was usually a happy relationship. The AHMA acted as a male pressure group supporting policies that were beneficial to male principals and male senior teachers. By creating a separate organisation, the APP A, in its political role, had the choice of direct access to the Minister of Education, and proposals could also be made through the NZEI or, to a lesser extent, the Education Boards, Association. This is an organisation not touched on directly by other New Zealand educational histories. Of central importance to the thesis is an account of how the AHMA/ APP A acted as a pressure group, funnelling grievances, modifying them, negotiating with the education administration above it and also accommodating itself to the demands of those below it. Also, when describing the activities of the Association, a clear picture emerges of a non-controversial negotiating style. Both traditional literary, historical techniques and oral history methods were used in gathering data and in interpreting them. Ill PREFACE The author attributes much of his personal and professional development to those education organisations of which he has been an active member. The APPA, the subject of this thesis, exposed him to new challenges and facilitated a gaining of insights which helped him to seek explanations for the events and structures of New Zealand society. This led to a desire to document the development of the APPA and record the experiences of some people involved. For most of the period being studied, the APPA was a male, mono-cultural organisation. Women were not admitted as members until 1972. The first woman to become president took office in 1982 and neither a Maori nor a person from a minority culture has yet been elected to that position. This study documents and analyses the history and present roles of the APP A and, at the same time, examines its activities in relation to other educational organisations and Government policies. Interest in this topic stems from the author's own experiences as a primary school principal and as a Past President of the Association. For over 24 years he was a member of this Association and in that time he designed and conducted surveys for the members to develop policy. His knowledge of the inner-workings of the Association led to him being invited to write a commemorative history. The ongoing research for this history uncovered material which merits presentation in an academic forum. This is not a commemorative document however, but a critical evaluation of the organisation. Obviously the particular questions asked, data selected and conclusions reached are the result of the author's experience and perceptions. Breaking new ground is a solitary process which is heightened by the immensity of the task. Much data was collected and not used in this thesis, but could prove to be fertile ground for further research. The main object is to bring together historical data about the development of the APPA, so that past, present and future members of the Association can be exposed to knowledge and some insights which attempt to clarify its existence. The author will not follow an: articulated political agenda (Gitlin et al. 1992: 21) IV but recogmses that educational historical research, cannot be value free. Another important aim was to record personal histories, not only in the researcher's quest for truth, but also to articulate the value of the experience and contribution that individuals involved in the story have made. An important outcome of this project was to record and make visible the beliefs and activities of principals who would probably remain invisible and unacknowledged. v ACKNOWLEDGEMENTS This thesis owes a great deal to the encouragement given to me by a number of friends but in particular John Boyens, Roy Sanders, Ross Whimp and Brian Annan of the APPA; Anne-Marie O'Neill, Massey University and Suzanne Tyndel , formerly University of Auckland. Special thanks go to Dr Jens Hansen (of UNITEC), a friend who first sighted the near final draft. He enthusiastically discussed its merits and voluntarily carried out editing and gave his personal support. I am grateful for the help I have received from Robin Griffen, the Archivist of the Auckland College of Education and for staff of the National Archives, Mt Wellington. Much of the content of this thesis was made possible by the kind permission (initially in 1988) of the Executive of APP A who gave me access to the Association's records and some financial support. Special thanks go to all those people who so willingly allowed themselves to be interviewed and gave permission to be quoted in the thesis. Those, who are still working principals, endured the interruptions to their busy schedules and were kind and trusting. I acknowledge the critical oversight of this work by my supervisors Dr Roger Openshaw and Mrs Teresa Ball. The collecting of information from individuals, by means of recording the interviews used in this thesis, was spread over nine years and as a consequence, far too much data was originally obtained. The Supervisors, therefore, had to contend with the challenge of prompting and helping the candidate turn a mass of rich data into a disciplined research thesis. Finally, I am very appreciative of the assistance, transcribing and word processmg completed over these last six years by Cathy Newman. The 57 interviews generated 897 pages of verbatim transcriptions and with 80 pages of supplied biography, there are 977 pages in total (Appendix 1 and 2). TABLE OF CONTENTS Abstract Preface Acknowledgments Table of Contents List of Tables and Figures Diagrammatic Plan of Thesis Abbreviations Chapter 1 Introduction The Focus of This Study Background Structure of the Thesis Chapter 2 Reviewing the Literature and Theoretical Considerations Conclusion Chapter 3 Method and Design Method Primary Sources Oral History The Questionnaire and/or Interview Schedule The Interview Process Research Ethics Conclusion Chapter 4 The Development of the Association Origins of the Association Membership of the Association Meetings of the Association Functions of the Association : Overview Sources of Data Welfare, Social and Fellowship Activities Political Other Political Relationships The AEB and the AHMA Educational and Professional Support Educational Research Chapter 5 Gendering the Association Conclusion Chapter 6 Voices of the Members Education of Girls Corporal Punishment Religion in Schools Peace Studies Education of Maori Conclusion VI Page No II lll v vi viii ix x 1 I 1 9 12 19 20 20 21 23 25 26 28 29 30 30 38 43 47 47 47 48 54 62 63 65 67 72 81 82 88 90 93 96 98 100 Chapter 7 Serving the Needs of Primary Education Seeking a National Voice External Influences The Association and Restructuring Educating Members to Serve Primary Education Identifying Members' Needs to Serve Primary Education Adaptation to Changing Needs Conclusion Chapter 8 A Concluding Discussion References Bibliography Appendices I 2 3 4 5 6 7 8 9 10 11 12 13 14 Conclusion and Final Words Primary Sources 1 Unpublished 2 Interviews - Oral 3 Published Government Publications Secondary Sources 1 Unpublished Theses 2 Newspapers 3 Published List of Interviewees - Alphabetical List of Interviewees and Supplied Biographies - Numerical Order List of AHMNAPPA Presidents List of AHMN APP A Secretaries Copies of Constitutions: a 1969 b 1992 c 1998 APPNASB Travelling Fellowship Award Example of AHMA 's Political Action -- New Zealand Herald, December, 1922 a Questionnaire b Consent Form c Letter to Interviewees Topics of AHMA/APPA Conferences Summary of Items of Business Comparing AHMA 1926-31 and APPA 1990-95 a Shroff and Sons Fellowship b Certificates of Merit/Service With Distinction Awards AHMA Child Welfare Report AHMA, Voices of the Members Supplement to the New Zealand Gazette, 27 June, 190 I 104 105 107 110 112 115 120 123 124 131 133 133 134 136 136 137 137 138 138 143 156 156 157 158 159 160 160 163 167 171 173 174 176 178 179 182 185 186 187 193 195 Vll LIST OF TABLES AND FIGURES Table No. I.I 3.1 4.1 Decile Ranking of Some Schools with Asian Immigrants The Sample of Interviewees Salary Differences of Head Teachers with an Average Role of Under 100 in Full-time Schools 4.2 Group Grading Men and Women, 1936 4.3 Pupil Rolls of Some Auckland City Schools, 1919 4.4 Average Age for Primary Children for Each Class Level 4.5 Comparing the Growth of the Association, 1919-1999 4.6 The Number ofltems of Business, 1927-1930 and 1951-1952 4. 7 Changes Affecting Principals, 1989-1990 4 .8 An Example of an Annual Dinner Guest List, 1927-1930 4.9 List of Questions Asked Parliamentarians, 1968 4.10 Auckland Teachers' College Principals 5.1 New Zealand Women in Teaching, 1985 5.2 Women in Primary Schools, 1985 6.1 Study/Teaching Overseas: Interviewees 6.2 Opinions on the Education of Girls 6.3 Opinions on Corporal Punishment 6.4 Extract from Results of Survey, AHMA, 1980 6.5 Opinions on Religion in Schools 6.6 Opinions on Peace Studies 7.1 Roles of the Principal, 1998 7.2 The Roles of the Principal and APPA 7.3 SummaryofAPPAFinances 1981-1982 7.4 Committees and Representatives, 1983 - 1989 7.5 APPA Executive Role, 1990's 8.1 Changed 'Objects' in the Constitution of AHMA/APPA Appendix 10 IO.I A Summary of Items of Business Comparing Appendix 13 Figure No. 10.2 13 .1 13 .2 13.3 13.4 13.5 13.6 AHMA 1926-3 I and APPA 1990-9 5 Top Ten Most Frequent Items of Business Age Distribution of Interviewees Place of Birth of Interviewees and Parents Education Level of Parents of Interviewees Farming/Small Town Background Went to Teachers' College Because ... Influenced to go Teaching I . I The Auckland Education Board District 1978-195 l 1.2 The Auckland Education Board District 1952-1987 1.3 Decile Ranking of Auckland Primary Schools 1.4 Decile Distribution of Auckland: North West and South 1.5 Decile Distribution of Auckland: North Shore and North 4.1 New Zealand Adnlt Primary Teachers: Females per 100 males 1890-1915 6.1 The Two Step Flow of Communication Page No. 7 23 34 36 38 38 39 44 46 50 55 66 78 79 87 88 90 92 93 96 115 116 119 120 121 129 182 184 193 193 193 194 194 194 4 4 6 7 8 32 87 V111 Diagrammatic Plan of Thesis Two Overarching Questions Focus of the Study Literature and Research Procedures Method Origins and Membership Functions and Themes Social/Welfare Education Research Political Educational Gendering the Association The Voice of the Members Serving the Needs Concluding Discussion Conclusions Chapter I Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Scheme Showing Inter-Relations ix x ABBREVIATIONS AAMA ACE AEB AGM AHMA AJHR AMA AMTG ANZAC APA APPA APTA ASB ASTA ATC A.T.Dip. ATTC B.A. B.Ed. BOT Br DHMA Dip.Ed. Dip.Drama Dip.T. ERO ESOL F.R.G.S. HON. HONS. M.B.E. M.Com. M.Ed. MOE MTG NZCER NZEI NZFKT NZ HM A NZPF NZPPTA NZPTF NZQA NZTCA NZWTA OECD PTA PPTA RSA TFEA TIC T.T.Cert. USA WAG WAPA WEA WTA Auckland Assistant Masters' Association Auckland College of Education Auckland Education Board Annual General Meeting Auckland Headmasters Association (now called APPA) Appendices to the Journals of the House of Representatives Auckland Masters' Association Auckland Men Teachers' Guild Australia, New Zealand Army Corps Auckland Principals' Association Auckland Primary Principles' Association Auckland Parent Teacher Association Auckland Savings Bank Auckland Schools Trustees Association Auckland Teachers' College Advanced Teachers ' Diploma Auckland Teachers' Training College Bachelor of Arts Bachelor of Education Board of Trustees Brother Dominion Headmasters' Association (also called NZHMA) Diploma of Education Diploma in Drama Diploma in Teaching Education Review Office English as a Second Language Fellow of the Royal Geographic Society Honorable Honours Member of the British Empire Master of Commerce Master of Education Ministry of Education Men Teachers' Guild New Zealand Council for Educational Research New Zealand Educational Institute New Zealand Federation of Kindergarten Teachers New Zealand Headmasters' Association New Zealand Principals' Federation New Zealand Post Primary Teachers Association New Zealand Parent Teachers Federation New Zealand Qualification Authority (was National Educational Qualifications Authority) (NEQA) New Zealand Teachers' Colleges Association New Zealand Women Teachers' Association The Organisation for European Co-operation and Development Parent Teacher Association Post Primary Teachers' Association - Also NZPPTA Returned Services' Association Targeted Funding for Educational Achievement Teachers' Training College Trained Teacher Certificate United States of America Working Action Group Waitakere Area Principals' Association (Previously West Auckland Principals' Association) Workers' Educational Association Women Teachers' Association