The Current Work of New Zealand Teaching Principals
by Graham Collins
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Overview
This paper, which appears in the New Zealand Journal of Teachers’ Work, provides a concise look at some of the major issues facing teaching principals in New Zealand schools. By comparing the research over time and internationally, Collins adds validity to his findings.
After a brief historical context setting, he reviews key findings from a much larger piece of research. First, he tracks a recent improvement in teaching principals’ experiences of their positions and improved support systems for their work. Secondly, he notes an increasing emphasis by this professional group on their role as educational leaders in their communities, rather than as administrators. Finally, he points to the high quality of personal and emotional intelligence skills of these teaching principals.
This paper provides an entry point into the much larger research project that Graham Collins has worked on which is of value to existing and aspiring principals of small schools. It also raises issues for all school leaders about how they work out the balance among the variety of tasks they are expected to perform: administration, teaching, school improvement, community relationships, and professional leadership.
Reflective questions
These reflective questions might guide you in your reading of this article:
• What knowledge, skills and resources would you like to see in a package of support for teaching leaders in small schools?
• Think about the last week at work in your school. What proportion of your time was spent teaching? What proportion was spent on exercising your professional leadership? How much time was spent in management/administrative tasks? What else have you done? Is this breakdown typical for you? Is it how you would like it to be? How could you improve it?
• What factors have you taken into account in deciding the best balance in your role between management, professional leadership, teaching, and school improvement?
• Can you think of some research questions that might provide a start for further enquiries into the professional lives and experiences of teaching principals? For example, how can teaching principals in small schools make best use of their release time allowances?
Further reading
Southworth, G. (2004). Primary school leadership in context: Leading small, medium and large schools. London: Routledge Falmer.
References
Collins, G. (2004). The current work of New Zealand teaching principals. New Zealand Journal of Teachers’ Work [Online], 1(1), 23–26.
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