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Journal of Educational Leadership, Policy and Practice

New Zealand Educational Administration and Leadership Society

Subject: Education


ISSN: 1178-8690



Core professional values for school leaders and teachers: Piloting an online tool
Middle-level leaders as direct instructional leaders in New Zealand schools: A study of role expectations and performance confidence
Indigenous knowledge and early childhood care and education in Ethiopia

VOLUME 33 , ISSUE 2 (December 2018) - List of articles

Indigenous knowledge and early childhood care and education in Ethiopia

Hawani Negussie/ Charles Slater

The purpose of this research study was to explore the integration of indigenous knowledge and cultural practices in Early Childhood Care and Education (ECCE) programmes in Addis Ababa, Ethiopia. Vygotsky's (1986) sociocultural theory in combination with Yosso's (2005) community cultural wealth theory served as the conceptual as well as the methodological framework advising the components of this research. This qualitative case study invited perspectives from local parents, teachers, directors, a(..)

DOI: 10.21307/jelpp-2018-009

Culturally sustaining instructional leadership: Perspectives from Native American public school principals in Montana and Wyoming

William Holmes/ Suzanne Young

The purpose of this quantitative study was to gain a deeper understanding of principal beliefs of an emergent framework called Culturally Sustaining Instructional Leadership (CSIL) developed from a review of literature designed to support the implementation of Culturally Sustaining Pedagogy (CSP). Through a detailed review of literature, six instructional elements and five cultural elements were developed to guide principals in the removal of barriers and in support of teacher implementation of (..)

DOI: 10.21307/jelpp-2018-010

Middle-level leaders as direct instructional leaders in New Zealand schools: A study of role expectations and performance confidence

Carol Cardno/ Joanne Robson/ Arun Deo/ Martin Bassett/ Jo Howse

The literature on instructional leadership consistently assigns this role to school principals whilst indicating that it can be spread amongst others. Recently the spotlight has moved to middle leadership involving a focus on classrooms through direct instructional leadership. The purpose of this study was to add to a small but growing body of literature that centres on middle-level leadership in schools. The research aims were to conceptualise the nature of the direct form of instructional lead(..)

DOI: 10.21307/jelpp-2018-011

Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers

Toni Torepe/ Angus Hikairo Macfarlane/ Sonja Macfarlane/ Jo Fletcher/ Richard Manning

Leading schools in Aotearoa New Zealand is a critical role. In a bicultural country, a key aspect of this role is developing a school ethos where culturally responsive practices are strongly embedded. Frequently, this is considered in light of the tamariki and rangatahi and their whānau within the wider school community. However, an area where there is a dearth of research is the experiences of Māori teachers working in mainstream schooling. This article focuses on the lived realities of six Māo(..)

DOI: 10.21307/jelpp-2018-012

Transitioning to a meaningful appraisal process: One principal’s journey

Bilinda Offen/ Susan Sandretto

This paper focuses on the role of the principal in establishing a meaningful appraisal process. The journey of one urban primary school is explored from the perspective of the principal as the teaching staff transition from an ineffective system to a process that has teacher growth and learners’ achievement at the centre. We acknowledge that the leadership team and teachers played an important role in implementing any changes, however, the key focus of this paper is the principal’s actions. Audi(..)

DOI: 10.21307/jelpp-2018-013

Core professional values for school leaders and teachers: Piloting an online tool

Susan Lovett

Evidence of the extent to which school leaders and teachers embrace core professional values may, through dialogue, open up new avenues for school improvement. With this in mind, the focus of this article is the piloting of an online survey tool designed to identify how widely four such values are held in New Zealand schools. The pilot was commissioned by the Te Ariki Trust with the support of the New Zealand Educational Institute (NZEI), the New Zealand Principals’ Federation (NZPF) and the Uni(..)

DOI: 10.21307/jelpp-2018-014

Leading schools that make a difference to bullying behaviour

Sally Boyd/ Elliot Lawes

Student bullying behaviour is a long-standing concern in New Zealand schools. International studies consistently show high rates of student reports of this behaviour. Research suggests that bullying behaviour is a socioecological and systemic phenomenon that is best addressed via systems-based and multifaceted approaches implemented using collaborative processes. Less is known about the most effective components of these multifaceted approaches. This article analyses New Zealand Wellbeing@School(..)

DOI: 10.21307/jelpp-2018-015

What do teachers and leaders have to say about co-teaching in flexible learning spaces?

Julie Mackey/ Neil O'Reilly/ Jo Fletcher/ Chris Jansen

Schools in New Zealand and parts of Australia are rapidly transitioning from traditional classrooms to coteaching in flexible learning spaces provisioned for 50 to 180 children and two to six teachers in a single space. In New Zealand, this transition is driven by the Ministry of Education who have specific guidelines for designing new schools and re-builds. School leaders and teachers must reconceptualise teaching and learning from private autonomous learning environments to co-teaching in shar(..)

DOI: 10.21307/jelpp-2017-009

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