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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 35 (2020) - List of articles

Ko tēnei te wā…. Te Tiriti o Waitangi education, teacher education, and early childhood care and education

Jenny Ritchie

Abstract This paper offers a brief personal reflection on some leadership related observations from work as an early childhood teacher educator over the past thirty years. Te Tiriti o Waitangi education is a specific area that has previously not been sufficiently prioritised and has only comparatively recently been affirmed in government policy as a key focus of education henceforth. This paper reflects on some of the underlying reasons for this omission within education, pointing to notions of (..)

DOI: 10.21307/jelpp-2020-006


Howard Youngs/ Cathy Wylie

DOI: 10.21307/jelpp-2020-003

Leadership in our secondary schools: good people, inadequate systems

Graeme Macann

Abstract The contexts in which Aotearoa New Zealand leaders learn and work have improved in some respects from 30 years ago and deteriorated in others. The improvements include a significant shift away from heroic, often dictatorial, models of leadership towards a greater focus on the many layers and types of leadership required for secondary schools to be successful. The deterioration in leaders being able to learn together across our state school system is created by high levels of competition(..)

DOI: 10.21307/jelpp-2020-004

An evolution in distributed educational leadership: From sole leader to co-principalship

Ross Notman

Abstract This paper traverses changes in perceptions of the school principal’s role, from sole to distributed leadership practices. A brief commentary on selected New Zealand literature is followed by a case study of a secondary co-principalship that identifies adaptive strategies and success factors in this joint role. The potentiality of the national Leadership Strategy (2018) and Educational Leadership Capability Framework (2018) to impact these distributed features will then be explored. The(..)

DOI: 10.21307/jelpp-2020-005

What does it mean to be a principal? A policy researcher’s perspective on the last 30 years in Aotearoa New Zealand

Cathy Wylie

Abstract In this article I reflect on research relating to school leadership and the use of research to support school leadership over the last 30 years in Aotearoa New Zealand. The Tomorrow’s Schools reforms in 1989 wth its shift to school self-management saw more interest in understanding the size and nature of the principal role. More recently there has been interest among policymakers in using research to support effective school leadership, and revived attention to the place of school leade(..)

DOI: 10.21307/jelpp-2020-007

Thirty years of leadership in New Zealand education: From the shadows of management to sine qua non

Howard Youngs

Abstract Leadership is now promoted as the sine qua non (essential ingredient) for maintaining and developing effective education in New Zealand. It was not this way in the latter years of the 1980s and through the 1990s, when educational management was the preferred nomenclature. Since the turn of the millennium, management has subsided into the shadows of leadership in New Zealand education as part of a global shift in the education policy lexicon and the Educational Management, Administration(..)

DOI: 10.21307/jelpp-2020-008

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