Senior leader efforts to improve the educational outcomes of Māori students in New Zealand secondary schools

Abstract

A qualitative research methodology was used to explore the issues and develop a deeper understanding of the leadership practice of secondary school senior leaders in Auckland and Northland schools. Members of each senior leadership team were interviewed and each school submitted their formal strategic documents (charter and annual plans) for documentary analysis. The data from interviews showed that the role of senior leaders is multifaceted and this is conveyed in the perspectives of all the senior leaders. This research confirmed that New Zealand state secondary schools are faced with a number of complex expectations and challenges to improve the educational outcomes for Māori students. This is highlighted in the demands from the Ministry of Education, and often the limited support or guidance available to assist senior leadership teams. The findings clearly indicate that Principals and Senior Leaders are attempting to meet these expectations and challenges through articulated strategic planning, on-going professional learning and innovative projects to promote and support Māori students. The implications from this study indicate that school leaders often struggle with the complexities of Māori student under-achievement and are not always sure where to go or who to approach to reduce the challenges and accomplish the expectations required of them. This is an area the Ministry of Education should review and address when considering future Māori education strategies. Further professional learning for school leaders is recommended to explore, understand and develop culturally responsive strategic leadership.