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Maori Leadership: 
Affecting Positive Change within Primary 

Education. 

A thesis presented in partial fulfilment of the requirements for 
the degree 

of Masters of Education 

at Massey University, Palmerston North 
Aotearoa New Zealand. 

Andrew Wood 
2009 



2 

Abstract 

This thesis sought to examine the nature of Maori leadership within the context 

of English medium primary education. It sought to identify whether a style of 

leadership that was unique to Maori existed and whether or not the identified 

style or styles reflected in contemporary times in schools are underpinned and 

informed by values, practices and ideals inherent within Maoridom. Many 

aspects of Maoridom have not only endured despite the effects of colonisation 

but have in fact survived and flouri shed. Maori leadership is one such aspect. 

The findings reflect strong styles where values, ideals and practices which are 

strongly emphasised within Maoridom have all had an informing role for the 

participant leaders. The leadership styles, approaches and strategies identified 

within thi s study echo those of the past. ln using the identified strategies, the 

Maori school leaders have facilitated the development of an educational 

environment and culture that is empowering and productive in making a positive 

difference for every child in the school and for the staff, parents and whanau of 

the school. 



Acknowledgements 

Tainui te waka, 

Hoturoa te tangata 

Ko Hotuope 

Ko Hotu-ma-tapu 

Motai-Tangata-rau 

Ko Ue 

Raka Mamao 

Kakati Tawhao 

Turongo te matua 

Raukawa e. 

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There are many people who have greatly assisted me in this journey. They have 

guided me, supported me, and have generously given their time, knowledge, 

experience and wisdom in helping me to achieve this goal. This journey would not 

have been possible without them. 

l wish to extend my great gratitude to the school leaders who agreed to participate in 

this study. l sincerely thank you for allowing me into your school and lives. The 

knowledge and experiences you shared have been hugely valuable not just for my 

own study but more importantly, l believe the contributions you have made to the 

area of educational leadership are significant and pertinent. In a profession that 

demands so much of you, I am touched by your willingness to drop all you were 

doing and to openly embrace me into your school. The courage, dedication, 

perseverance and up most commitment you have shared throughout your times in 

education is inspirational but also encouraging. You have all shown that positive 

change can and does happen and the contributions you have all made towards the 

educational and intellectual well-being of all children is pivotal 

To my supervisors, Professor Arohia Durie and Professor Huia Tomlins-Jahnke, I 

am most appreciative for your infinite wisdom and guidance throughout my journey. 



4 

I thank you Huia for allowing me to pop into your office at any time, and mostly 

without an appointment, allowing me to talk through and share my thoughts and 

ideas providing a safe and secure space to do so. During those times you always 

showed great patience and always provided practical advice and guidance but most 

importantly a sense that I could complete this joumey. 

In a year of some difficulty for you Arohia, I will be always indebted to you for all 

you did in my journey. You have guided me, you have encouraged me and you have 

supported me. You have kept my writing focussed and have greatly helped me to 

articulate my ideas and thoughts on paper. You have allowed me to take up several 

of your Sundays as we have worked through the thesis. It has been an honour and a 

pleasure to have had the experience of being under your superv ision. You have 

imprinted upon me a sense of real conviction in fighting towards a fair and just 

society for Maori. To all the staff ofTe Uru Miiraurau, f thank yo u all for your time, 

knowledge and experience when ever I have come knocking on you door. Ahakoa 

he iti , he pounamu. 

To my family, your love and continued support and encouragement wi ll always be 

remembered. While you all may not realise thi s, you have always re-cnergi sed me 

and given me the motivation to carry on whenever I have felt overwhelmed and 

unsure where to go and what to do. Dad- I thank you so much for all you have done 

to help me. You have been a strong rock in the background and have always 

provided support in whatever form I needed. Mum- While you are no longer with us 

to see me complete this journey I want to acknowledge and remember all you have 

done as a mother-all of which have contributed and shaped the person I am today. -

Thank you. To my daughter-you provide me with a reminder of how important 

education is and your love has given me the motivation to complete this journey. 

To my wife Pita-Aroha, you have been such a positive and important person in my 

life and your tremendous patience, perseverance and tolerance over the last few 

years as l have worked to complete this journey is indicative of your devotion. Your 



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unconditional love, support and sacrifices you have made in my endeavours have 

been huge. Your interest and pride in me has given my work meaning and purpose 

beyond the ' classroom' and ' office.' 

Please know that if you have not been mentioned, your contribution has been 

received with the up most gratitude. 

E iti noa ana, nate aroha. 



Table of Contents 

Abstract 

Acknow Jedgements 

List of tables and figures 

I. Chapter 1 : Introduction 

2. Chapter 2 : Literature Review - Maori Leadership 

2.1 

2.2 

2.3 

Maori Leadership - Pre-European 

Leadership Inherited and Leadership Achieved 

A Time of Change 

3. Chapter 3 : Maori Leadership & Education 

4. Chapter 4 : Methodology 

4. 1 Whakapapa 

4.2 Ethical Considerations 

4.3 The Research Process 

4.4 Data Analysis 

5. Chapter 5 : Research Findings - "Shaking the Rafters" 

5.1 

5.2 

Sitting at the Table 

The Paradox of the Institution 

6. Chapter 6: Research Findings - Nga Taonga i tuku iho 

6.1 Te mahi a te rangatira, he whakatira i te iwi 

II 

VI 

l 

10 

10 

14 

18 

27 

40 

42 

48 

50 

53 

56 

57 

60 

90 

91 

6 



7 

6.2 Te Tohu o te rangatira, he manaaki 107 

7. Chapter 7 : Conclusion 113 

References 119 

Appendices 

I . Introduction and Information letter to the BOT 125 
2. Consent Form for BOT 128 
3. Introduction and Information letter for Maori in Leadership Roles 130 
4 . Consent Form for Maori in Leadership Roles 134 
5. Introduction and Information letter forTe Akatea 136 
6. Questionnaire forTe Akatea Members 139 
7. Interview Schedule for Maori School Leaders 148 



List of Tables and Figures 

Table l : Nga Pumanawa and Moenga Rangatira 

Figure l : Differences in Identified Leadership Approaches 

Figure 2 : Cyclic Nature of Identified Leadership Styles 

16 

88 

88 

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