title: Principals’ partnerships: an action research study on the professional development of New Zealand school leaders

authors: Robertson, Jan

abstract: This report describes an action research study conducted between 1992 and 1995 with 12 New Zealand primary school principals. 

Prior to this study, major administrative changes in the education system in New Zealand had been introduced, to give schools more responsibility for their own management in conjunction with elected committees of parents. This research sought a model of professional development which would assist principals to implement new ideas and practices, deal effectively with the current issues and problems in their schools and provide skills, challenges and support.

This was a qualitative study in which an action researching community, consisting of the principals and an academic researcher, met regularly using peer partnerships and group meetings to provide observation, reflection and evaluative feedback on leadership practice.

The questions that guided the research study were:
1. Do partnerships assist in the professional development of primary school principals?
2. If so, in what ways?

This research was designed as a conscious effort to not only develop a theory of professional development for school leaders but in so doing, to provide professional development which would help the school leaders to understand and then change their situation. The underlying theoretical principle of praxis was embedded and interwoven throughout the researcher’s and principals’ actions. The research was practical and based on the needs and concerns of the principals involved. In this way it was both a research and development model.

The findings were analysed using grounded theory techniques within a structure of action research. Thus, the processes of action research in this research study became a method for the analysis process as well as for that of data collection. The community of researchers were jointly involved in the analysis of the findings in this research. There were 18 months of data gathering using methods of oral and written reflections, interactive interviewing, observations and examination of records.

The 12 primary school principals in this study testified that the partnerships’ programme assisted in their professional development. In the words of one principal: 
This research has made me focus on my own educational leadership. It has led me through a series of processes which has enabled me to reflect on and analyse my own actions. The research has made me take an in-depth look at my own leadership style and has given me the opportunity to observe others.

The ways in which these principals believed they had gained from their involvement in the research fell into four major categories. The Partnerships’ programme assisted critical reflection on practice to occur; it increased professional interactions; it assisted in educational leadership development and finally, it established a structure for the principals to use processes of action research for school development. The vehicles for the principals to achieve praxis were reflection and alternative perspectives. Praxis led to emancipatory actions and feelings of agency. The principals’ partnerships, the involvement of the university researcher and the meetings of the community of action researchers, became integral parts of this process.

The thesis that is presented rests on the principals’ perceptions that a model of professional development which involves principals in partnership, with the support and challenge from a university academic, can successfully provide the essential components of professional development programmes in which praxis is the desired outcome. 

This thesis concludes that the Partnerships’ programme assisted in the professional development of these 12 school leaders. The principals, when working together in each other’s schools, created a mild disruption to everyday practice which led to opportunities for reflection on leadership practices. The university researcher also assisted in this intervention process. The combination of the two was effective to enable critical reflection on practice and subsequent change in practice to occur.

On the basis of these findings a grounded theory of professional development is offered and recommendations are made for further research in this area.

text: Principals’ partnerships: an action research study on the professional development of New Zealand school leaders This report describes an action research study conducted between 1992 and 1995 with 12 New Zealand primary school principals. 

Prior to this study, major administrative changes in the education system in New Zealand had been introduced, to give schools more responsibility for their own management in conjunction with elected committees of parents. This research sought a model of professional development which would assist principals to implement new ideas and practices, deal effectively with the current issues and problems in their schools and provide skills, challenges and support.

This was a qualitative study in which an action researching community, consisting of the principals and an academic researcher, met regularly using peer partnerships and group meetings to provide observation, reflection and evaluative feedback on leadership practice.

The questions that guided the research study were:
1. Do partnerships assist in the professional development of primary school principals?
2. If so, in what ways?

This research was designed as a conscious effort to not only develop a theory of professional development for school leaders but in so doing, to provide professional development which would help the school leaders to understand and then change their situation. The underlying theoretical principle of praxis was embedded and interwoven throughout the researcher’s and principals’ actions. The research was practical and based on the needs and concerns of the principals involved. In this way it was both a research and development model.

The findings were analysed using grounded theory techniques within a structure of action research. Thus, the processes of action research in this research study became a method for the analysis process as well as for that of data collection. The community of researchers were jointly involved in the analysis of the findings in this research. There were 18 months of data gathering using methods of oral and written reflections, interactive interviewing, observations and examination of records.

The 12 primary school principals in this study testified that the partnerships’ programme assisted in their professional development. In the words of one principal: 
This research has made me focus on my own educational leadership. It has led me through a series of processes which has enabled me to reflect on and analyse my own actions. The research has made me take an in-depth look at my own leadership style and has given me the opportunity to observe others.

The ways in which these principals believed they had gained from their involvement in the research fell into four major categories. The Partnerships’ programme assisted critical reflection on practice to occur; it increased professional interactions; it assisted in educational leadership development and finally, it established a structure for the principals to use processes of action research for school development. The vehicles for the principals to achieve praxis were reflection and alternative perspectives. Praxis led to emancipatory actions and feelings of agency. The principals’ partnerships, the involvement of the university researcher and the meetings of the community of action researchers, became integral parts of this process.

The thesis that is presented rests on the principals’ perceptions that a model of professional development which involves principals in partnership, with the support and challenge from a university academic, can successfully provide the essential components of professional development programmes in which praxis is the desired outcome. 

This thesis concludes that the Partnerships’ programme assisted in the professional development of these 12 school leaders. The principals, when working together in each other’s schools, created a mild disruption to everyday practice which led to opportunities for reflection on leadership practices. The university researcher also assisted in this intervention process. The combination of the two was effective to enable critical reflection on practice and subsequent change in practice to occur.

On the basis of these findings a grounded theory of professional development is offered and recommendations are made for further research in this area.

year: 1995

title: Sustaining organisational change: Teacher education in the Solomon Islands.

authors: Strachan, Jane

subjects: partnership

abstract: "Sustainability is the capacity of education reform initiatives to continue" (Webster, Silova, Moyer, & McAllister, 2011, para. 12). In this article we reflect upon the process of organisational strengthening that was a key component of the Partnership between the Faculty of Education at the University of Waikato and the School of Education, Solomon Islands College of Higher Education. We argue that within the New Zealand Aid Programmei funded partnership, the building of mutually respectful relationships, building leadership capacity and the respect for and inclusion of indigenous cultural considerations were key to the organisational change process and its sustainability.

text: Sustaining organisational change: Teacher education in the Solomon Islands. "Sustainability is the capacity of education reform initiatives to continue" (Webster, Silova, Moyer, & McAllister, 2011, para. 12). In this article we reflect upon the process of organisational strengthening that was a key component of the Partnership between the Faculty of Education at the University of Waikato and the School of Education, Solomon Islands College of Higher Education. We argue that within the New Zealand Aid Programmei funded partnership, the building of mutually respectful relationships, building leadership capacity and the respect for and inclusion of indigenous cultural considerations were key to the organisational change process and its sustainability.

year: 2011

title: The importance of Māori identity for athletes and sportspeople within sporting contexts

authors: Westrupp, Maia Takamoana

subjects: Māori

abstract: Identity is an important concept within psychology given its influence upon how we perceive ourselves, who we are as people, and how it can impact behaviour. For Māori, colonisation has had a detrimental impact on the maintenance and flourishing of a strong cultural identity. Sport is an area where Māori have not only contributed successfully nationally and internationally alongside Pakeha, but have been able to either affirm or rebuild their sense of cultural identity and connectedness. The purpose of this thesis is to examine the importance of Māori identity for athletes and sports people within a sporting context. This research project encompassed a qualitative approach, drawing upon a kaupapa Māori research paradigm. Semi-structured interviews were employed to ascertain in depth knowledge of participant’s experiences. A total of six participants took part in this study, all of whom were made up of athletes, coaches, and sports psychologists. When interpreting participants understanding of Māori identity within a sporting context, participants indicated a desire to configure their Māori identity based on Māori cultural concepts such as whakapapa, manaakitanga, and pēpeha. The key findings also identified a link between Māori identity and sport as participants illustrated how important Māori identity was within their sports team and organisation. Participants also indicated an unconscious link to enhanced sporting behaviours given the essence of Māori identity and the significance it places on serving the collective. Ultimately, for Māori athletes and sports people, the sporting realm offers an opportunity to engage and reaffirm Māori identity. Additionally, the value sporting teams and organisations place on Māori identity, can lead to flourishing in sport given the behaviours that may transpire by connecting the individual beyond purely, the physical domain.

text: The importance of Māori identity for athletes and sportspeople within sporting contexts Identity is an important concept within psychology given its influence upon how we perceive ourselves, who we are as people, and how it can impact behaviour. For Māori, colonisation has had a detrimental impact on the maintenance and flourishing of a strong cultural identity. Sport is an area where Māori have not only contributed successfully nationally and internationally alongside Pakeha, but have been able to either affirm or rebuild their sense of cultural identity and connectedness. The purpose of this thesis is to examine the importance of Māori identity for athletes and sports people within a sporting context. This research project encompassed a qualitative approach, drawing upon a kaupapa Māori research paradigm. Semi-structured interviews were employed to ascertain in depth knowledge of participant’s experiences. A total of six participants took part in this study, all of whom were made up of athletes, coaches, and sports psychologists. When interpreting participants understanding of Māori identity within a sporting context, participants indicated a desire to configure their Māori identity based on Māori cultural concepts such as whakapapa, manaakitanga, and pēpeha. The key findings also identified a link between Māori identity and sport as participants illustrated how important Māori identity was within their sports team and organisation. Participants also indicated an unconscious link to enhanced sporting behaviours given the essence of Māori identity and the significance it places on serving the collective. Ultimately, for Māori athletes and sports people, the sporting realm offers an opportunity to engage and reaffirm Māori identity. Additionally, the value sporting teams and organisations place on Māori identity, can lead to flourishing in sport given the behaviours that may transpire by connecting the individual beyond purely, the physical domain.

year: 2022