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dc.contributor.authorO’Leary, Hazel Aroha Abraham
dc.description.abstractThis study focused on examining teaching principals’ perceptions of educational leadership practices that were perceived to transform Māori achievement in small rural primary schools. A kaupapa Māori framework was applied to this research. This involved meeting and interviewing eight teaching principals, in their schools throughout the greater Wairoa, Gisborne and Eastern Bay of Plenty education regions. A sizeable proportion of Māori students are located in isolated, small rural primary schools that are led by teaching principals. The literature suggests a myriad of leadership challenges exist for teaching principals in small rural primary schools. An assumption is made that these challenges have stemmed from the implementation of the self-managing model, Tomorrows Schools (Brooking, Collins, Court, & O'Neil, 2003; Springford, 2006). Findings were analysed qualitatively, generating themes grounded from within each participant’s story. Mentoring and lifestyle choices were considered determinants that influenced people into taking up positions in small rural primary schools. The findings also indicated that there is an alarmingly increasing number of challenges that some teaching principals face alone and without appropriate support. Although twenty five years have gone by since the implementation of the self-managing model of Tomorrow’s Schools teaching principals are continuing to spend a considerable amount of their time supporting and managing responsibilities that should be carried out by Boards of Trustees. A new finding of this research highlights the positive value of having iwi and external providers collaboratively working together with teaching principals to strengthen strategic management, particularly the shaping of the vision of education for the identified iwi primary schools. In these iwi primary schools, teaching principals have committed to implementing and fostering te reo Māori (language), school wide, as part of strengthening and adopting Māori culture, karakia and values through ruma rumaki and mainstream classes.en_NZ
dc.subjectrural educationen_NZ
dc.subjecteducational leadershipen_NZ
dc.subjectkaupapa Māori researchen_NZ
dc.subjecttikanga Māorien_NZ
dc.subjectteaching principalsen_NZ
dc.subjectMāori outcomesen_NZ
dc.subjectboard of trustees governanceen_NZ
dc.subjectsmall rural primary schoolsen_NZ
dc.subjectleadership developmenten_NZ
dc.subjectcommunity developmenten_NZ
dc.subjectMāori leadershipen_NZ
dc.subjectiwi primary schoolsen_NZ
dc.subjectWairoa (Hawkes Bay, N.Z.)en_NZ
dc.subjectGisborne (Poverty Bay, N.Z.)en_NZ
dc.subjectBay of Plenty (N.Z.)en_NZ
dc.titleLeading learning for Māori students : the challenges of leadership for teaching principals in small rural primary schoolsen_NZ
dc.typeMasters Thesisen_NZ of Educational Leadership and Managementen_NZ Institute of Technologyen_NZ
dc.subject.marsden130104 Kura Kaupapa Māori (Māori Primary Education)en_NZ
dc.subject.marsden130304 Educational Administration, Management and Leadershipen_NZ
dc.identifier.bibliographicCitationO’Leary, H. A. A. (2015). Leading learning for Māori students : the challenges of leadership for teaching principals in small rural primary schools. An unpublished thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management, Unitec Institute of Technologyen_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
dc.contributor.affiliationAuckland University of Technologyen_NZ
dc.subject.tukutukuRangahau Māorimi_NZ
dc.subject.tukutukuKura tuatahimi_NZ
unitec.advisor.principalHeta-Lensen, Yo

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