Leadership Practices and Challenges in Managing Diversity to Achieve Ethnic Inclusion in Two New Zealand Secondary Schools

2017 ◽  
Vol 53 (1) ◽  
pp. 101-117 ◽  
Author(s):  
Carol Cardno ◽  
Manjula Handjani ◽  
Jo Howse
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Leadership Practices ◽  
Managing Diversity

scholarly journals Secondary Schools in the New Zealand Social Order, 1840-1903

2021 ◽  
Author(s):  
◽  
Ian Andrew McLaren
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
North American ◽  
Social Order ◽  
Future Expectations ◽  
Seed Potatoes ◽  
The North ◽  
Additional Burden ◽  
Small Holding ◽  
Real Person

<p>The New Zealand pioneer, like the North American frontiersman, has become to many New Zealanders a romanticized symbol rather than a real person struggling to adapt to a strange and often frightening environment. 'As ye sow so shall ye reap' was for the pioneer farmer an injunction to be taken literally. After exhausting his resources in buying his small-holding the pioneer farmer 'would start on foot and alone...with a heavy swag of tools etc, on his back, to which, on passing the last older settler, would be added the additional burden of a kit of seed potatoes and some rations. With these he would camp down on his future lowly home and would work hard, for long hours on very scanty fare...to hurry in a patch of potatoes, and to make a pig-proof fence round it. He would then beat a retreat to the more settled districts, where he would seek employment until his little crop of potatoes was grown when he would return with a heavier load of rations...and this time he would be able to put in a larger crop and to build a whare, so that the next season he might have the joy of conveying his family to the scene of their future expectations. But it was hand work, and there were many privations to undergo for the first few years....'</p>

Teacher coaching in New Zealand secondary schools: an exploratory study

2019 ◽  
Vol 8 (2) ◽  
pp. 70-85
Author(s):  
Paul Nathan Bennett
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Small Sample Size ◽  
Small Sample ◽  
Social Construct ◽  
Content Type ◽  
Evaluation Strategies ◽  
Development Approach ◽  
The Individual ◽  
Teacher Coaching

Purpose The purpose of this paper is to explore how teacher coaching is being implemented in New Zealand secondary schools. Design/methodology/approach A pragmatic mixed methods approach was identified as the most suitable. A dominant qualitative approach, using a sequential design, incorporating triangulation of methods and perspectives across time, provided an appropriate research design framework. Findings The findings indicate that teacher coaching is a popular professional development approach that has been enthusiastically implemented throughout New Zealand secondary schools. The four factors of purpose, evaluation, training and funding have been shown to be interrelated factors operating in New Zealand teacher coaching programmes. These factors are perceived to have an influence on teacher coaching programmes achieving their stated objectives. Research limitations/implications A limitation of this study is that it provides a snapshot of teacher coaching in New Zealand secondary schools, and the snapshot presented is constantly changing. A methodological limitation of the study related to the 28 per cent response rate of the questionnaire and the small sample size used for the interview phases. Practical implications This study encourages school leaders to consider if they have defined teacher coaching in the context of their programmes and articulated their objectives. They are persuaded to think about how they could design robust evaluation strategies and targeted training. Social implications The findings show the concept of teacher coaching is a social construct that is influenced not only by unique environmental contexts but also the individual perceptions of all those involved. Originality/value This study provides new knowledge in relation to how and why teacher coaching is being used and the factors that influence whether programme objectives are achieved.

Linking leadership practices to performance of the US federal agencies

2018 ◽  
Vol 39 (3) ◽  
pp. 434-454 ◽  
Author(s):  
Hyung-Woo Lee
Keyword(s):  
Organizational Performance ◽  
Performance Feedback ◽  
Leadership Practices ◽  
Structural Equation ◽  
Equation Modeling ◽  
Mediating Effects ◽  
Content Type ◽  
Federal Employee ◽  
Managing Diversity ◽  
The Us

PurposeThe mechanism by which leadership influences organizational performance has largely been unexplained. This study intends to fill this gap. This study identified the six specific leadership practices: promoting inter-unit collaboration, managing diversity, providing performance feedback, ensuring goal directedness, developing employees, and resource provision. This study also identified a number of generic functions of leadership, that is, promoting cooperation, clarifying employees’ roles, and improving skills in organization. Then the mediating effects of the three generic functions were tested in order to link the specific leadership practices to organizational performance. The paper aims to discuss these issues.Design/methodology/approachStructural equation modeling was used for analyzing the data from the 2014 Federal Employee Viewpoint Survey to investigate the mediating model.FindingsThe effects of the six specific leadership practices on organizational performance were mediated by the three generic leadership functions.Originality/valueThe result of this study delineated the linking paths between leadership practices and organizational performance which has largely remained as a black box. Moreover, since the specific leadership practices are categorized by the generic functions that are instrumental for organizational performance, it provides theoretical and empirical grounds for managerial prescriptions for improving organizational performance.

scholarly journals Pandemic leadership: Lessons from New Zealand’s approach to COVID-19

Leadership ◽  
2020 ◽  
Vol 16 (3) ◽  
pp. 279-293 ◽  
Author(s):  
Suze Wilson
Keyword(s):  
New Zealand ◽  
Collective Action ◽  
Leadership Practices ◽  
Prime Minister ◽  
Complete Control ◽  
Good Practices ◽  
The World ◽  
The Government ◽  
Leadership Lessons

This case study analyses the leadership approach and practices of the New Zealand government, led by Prime Minister Jacinda Ardern, in the response thus far to the COVID-19 pandemic. It reports on how a shared sense of purpose has been established, that of minimizing harm to lives and livelihoods, for which the government has sought – and secured – New Zealanders’ commitment. Key leadership practices comprise the government’s willingness to themselves be led by expertise, its efforts to mobilise the population, and to enable coping, all of which serve to build the trust in leadership needed for transformative, collective action such as the pandemic demands. At the time of writing, New Zealand appears well on track to achieve its ambitious goal of achieving rapid and complete control over the COVID-19 outbreak – not just ‘flattening the curve’ as other countries are struggling to do – at least in part due to these leadership contributions. A framework of good practices for pandemic leadership is offered drawn from this case study, in the hope transferable lessons can be taken to aid others in the continuing struggle to limit the harm COVID-19 poses to lives and livelihoods throughout the world.

A smoke-free advertising competition among secondary schools in New Zealand

1994 ◽  
Vol 9 (2) ◽  
pp. 89-93 ◽  
Author(s):  
ROB MCGEE ◽  
WARREN STANTON
Keyword(s):  
New Zealand ◽  
Secondary Schools
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