Abstract:

This paper scrutinizes the relationship between the first and second cycles of my PhD self-study research project. The purpose of this practitioner-based autoentnographic research study is to assist me to move beyond my initial examination of my role as principal, a role that was tightly focussed on building leadership capacity and practices at Rangiora High School, to an exploration of my own leadership in relation to bicultural perspectives that take into account a Māori world view. The study challenges me to examine what it means to lead in a state secondary school from that bicultural perspective to achieve enhanced educational outcomes for Māori students. Of primary interest is my learning as a professional leader who is seeking to change aspects of my established leadership practice within the context of the South Island of Aotearoa/ New Zealand. The paper seeks to highlight the value of insider research, within this context, and its capacity to provide researchers with direct involvement and connection with their research setting (Robson 2002). It is this modified and sharper focus on my principal leadership that offers me an opportunity to explore my own experiences reflexively and look more deeply at my interactions within a learning community I am an integral part of. The aspirational goal for this piece of research is to foster bicultural approaches (Sullivan 1994) to leadership, develop a community of learners (Habhab 2008) within and beyond the school, and document the processes of change in my/practitioner thinking through narrative based research (Ellis 2004). The paper chronicles my exploration of an interpretive, narrative, autoethnographic approach and the development of strategies I will employ to track my learning over the next two years. My central focus is how we as a school can work collaboratively to co-construct strategies for fostering leadership that not only take account of the culture of Māori learners but proactively seeks to build relationships that result in achievement success not just for Māori learners but for all of our students. The strength of this action research model is seen in it potential to create opportunities for me to engage with staff, students, our Board of Trustees and our local rūnanga and to collect data from a practitioner’s perspective. Using collaborative self-study methodology, that places a greater emphasis on the knowledge and learning derived from researching my own practice, the study allows me to continue in my usual role of principal while at the same time enabling me to explore the ways in which I and the senior staff, community and students work together to adapt and change our institution to improve the educational outcomes for all students. The paper highlights my interactions with staff as we analyse the school’s existing leadership models and practices and link them to the literature of communities, communities of practice, communities of learning, and communities of inquiry. This sharing of knowledge and roles has already had a significant impact not only on my professional leadership practices but those of my colleagues as well.

Keywords:

Practitioner-based research, autoentnography, communities of practice, communities of learning, and communities of inquiry, collaboration, co-construction.