title: Effective School Leadership: An exploration of the issues inhibiting the effectiveness of school leadership in Solomon Islands' secondary schools

authors: Malasa, Donald Papaku

subjects: school leadership

abstract: This study investigates issues impeding effective school leadership in Solomon Islands' secondary schools. In particular, it examines principals' perceptions of those issues that impede their effective leadership of their schools. There is an international literature focusing on this area that has contributed to the study. However, many of the research findings in western contexts are invalid in the context of a developing nation such as the Solomon Islands.  Thus contextual specificity was an important underlying factor in the study.
The research data was gathered using qualitative methods. Specifically, interviews with five principals were conducted using semi-structured interviews and was analysed using a thematic analysis approach. The research fieldwork was carried out in the Solomon Islands in August 2006.
A sample of five participants was used. They were selected from five schools representing Community High Schools (CHS) and senior Provincial Secondary Schools (PSS) in two provinces and the Honiara City Council.  
The key findings of the study identify a range of factors that inhibit effective school leadership.  These included a lack of initial training and support for on-going professional learning, unfavourable conditions of service, poor quality of teachers' professional practice, poor school facilities and infrastructure, poor administrative infrastructure, lack of appropriate and adequate financial resources, lack of support personnel, policy and systemic issues, social and cultural issues, and issues pertaining to school-community partnerships.

Based on the findings identified in the study, recommendations were made on how to improve effective leadership of the schools throughout the Solomon Islands. Of particular importance is the establishment of professional development programmes for both newly appointed and servicing principals. Such programmes should enhance the leadership capacity of the principals in the schools and create a more conducive learning environment.

text: Effective School Leadership: An exploration of the issues inhibiting the effectiveness of school leadership in Solomon Islands' secondary schools This study investigates issues impeding effective school leadership in Solomon Islands' secondary schools. In particular, it examines principals' perceptions of those issues that impede their effective leadership of their schools. There is an international literature focusing on this area that has contributed to the study. However, many of the research findings in western contexts are invalid in the context of a developing nation such as the Solomon Islands.  Thus contextual specificity was an important underlying factor in the study.
The research data was gathered using qualitative methods. Specifically, interviews with five principals were conducted using semi-structured interviews and was analysed using a thematic analysis approach. The research fieldwork was carried out in the Solomon Islands in August 2006.
A sample of five participants was used. They were selected from five schools representing Community High Schools (CHS) and senior Provincial Secondary Schools (PSS) in two provinces and the Honiara City Council.  
The key findings of the study identify a range of factors that inhibit effective school leadership.  These included a lack of initial training and support for on-going professional learning, unfavourable conditions of service, poor quality of teachers' professional practice, poor school facilities and infrastructure, poor administrative infrastructure, lack of appropriate and adequate financial resources, lack of support personnel, policy and systemic issues, social and cultural issues, and issues pertaining to school-community partnerships.

Based on the findings identified in the study, recommendations were made on how to improve effective leadership of the schools throughout the Solomon Islands. Of particular importance is the establishment of professional development programmes for both newly appointed and servicing principals. Such programmes should enhance the leadership capacity of the principals in the schools and create a more conducive learning environment.

year: 2007

title: Isolation of a strain of Bacillus schlegelii from geothermally heated antarctic soil

authors: Hudson, J. Andrew

subjects: thermophile

abstract: A bacterium capable of growth from 59 to 72° C was isolated from geothermal soil collected from Mount Erebus, Ross Island, Antarctica. The isolate was enriched in medium containing thiosulphate and bicarbonate. Subsequently the organism was found also to be capable of heterotrophic growth and autotrophic growth in the presence of hydrogen and carbon dioxide. In a comparison with Bacillus schlegelii and Bacillus tusciae the isolate most closely resembled B. schlegelii. This conclusion was supported by the finding that B. schlegelii is also capable of autotrophic growth using thiosulphate. The new isolate had a characteristic subunit layer on the cell wall which is typical of B. schlegelii.

text: Isolation of a strain of Bacillus schlegelii from geothermally heated antarctic soil A bacterium capable of growth from 59 to 72° C was isolated from geothermal soil collected from Mount Erebus, Ross Island, Antarctica. The isolate was enriched in medium containing thiosulphate and bicarbonate. Subsequently the organism was found also to be capable of heterotrophic growth and autotrophic growth in the presence of hydrogen and carbon dioxide. In a comparison with Bacillus schlegelii and Bacillus tusciae the isolate most closely resembled B. schlegelii. This conclusion was supported by the finding that B. schlegelii is also capable of autotrophic growth using thiosulphate. The new isolate had a characteristic subunit layer on the cell wall which is typical of B. schlegelii.

year: 1988

title: Tiakina te Pā Harakeke: Māori Childrearing practices within a context of whānau ora.

authors: Pihama, Leonie

abstract: ‘Tiakina Te Pā Harakeke’ was developed to support the investigation and identification of  Kaupapa Māori	approaches to Māori childrearing and parenting. The project investigates how we can draw upon such frameworks to support intervention in the area of child abuse and child neglect within our whānau. ‘Tiakina Te Pā Harakeke’ is a research project that brings to the fore	the successful values and practices of childrearing that have been held within whānau, hapū and iwi for many generations. It is an exploration and sharing of knowledge that supported the belief held by our tūpuna that our tamariki and mokopuna are treasured parts of whānau, hapū and iwi, as is expressed in the saying	‘he taonga te mokopuna’.

text: Tiakina te Pā Harakeke: Māori Childrearing practices within a context of whānau ora. ‘Tiakina Te Pā Harakeke’ was developed to support the investigation and identification of  Kaupapa Māori	approaches to Māori childrearing and parenting. The project investigates how we can draw upon such frameworks to support intervention in the area of child abuse and child neglect within our whānau. ‘Tiakina Te Pā Harakeke’ is a research project that brings to the fore	the successful values and practices of childrearing that have been held within whānau, hapū and iwi for many generations. It is an exploration and sharing of knowledge that supported the belief held by our tūpuna that our tamariki and mokopuna are treasured parts of whānau, hapū and iwi, as is expressed in the saying	‘he taonga te mokopuna’.

year: 2014