Leading in remote, indigenous community schools: Principals' perspectives

Marisa Leanne Kelly

Research output: Thesis › Master's Thesis

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Abstract

This interpretivist study sought to understand the day-to-day experiences of school principals in remote, indigenous communities and examined how they adapt and respond to such a distinctive context. A qualitative approach, using comparative case studies, was used to investigate the professional practices of three non-local, non-indigenous principals. Data were collected through semi-structured interviews, non-participant observations and document analysis, and presented as narratives. The study confirms that schools in such contexts generate highly unconventional leadership circumstances attributable to a complex interrelationship of idiosyncratic factors. The research has implications for the preparation and support of principals located in remote, indigenous community schools. Declaration
Original languageEnglish
QualificationMasters
Awarding Institution
  • The University of Western Australia
Thesis sponsors
Award date13 Aug 2018
DOIs
Publication statusUnpublished - 2018

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principal
document analysis
school
community
leadership
narrative
interview
experience

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Kelly, Marisa Leanne. / Leading in remote, indigenous community schools: Principals' perspectives. 2018.
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Kelly, ML 2018, 'Leading in remote, indigenous community schools: Principals' perspectives', Masters, The University of Western Australia. https://doi.org/10.26182/5b88fe637f555

Leading in remote, indigenous community schools: Principals' perspectives. / Kelly, Marisa Leanne.

2018.

Research output: Thesis › Master's Thesis

TY - THES

T1 - Leading in remote, indigenous community schools: Principals' perspectives

AU - Kelly, Marisa Leanne

PY - 2018

Y1 - 2018

N2 - This interpretivist study sought to understand the day-to-day experiences of school principals in remote, indigenous communities and examined how they adapt and respond to such a distinctive context. A qualitative approach, using comparative case studies, was used to investigate the professional practices of three non-local, non-indigenous principals. Data were collected through semi-structured interviews, non-participant observations and document analysis, and presented as narratives. The study confirms that schools in such contexts generate highly unconventional leadership circumstances attributable to a complex interrelationship of idiosyncratic factors. The research has implications for the preparation and support of principals located in remote, indigenous community schools. Declaration

AB - This interpretivist study sought to understand the day-to-day experiences of school principals in remote, indigenous communities and examined how they adapt and respond to such a distinctive context. A qualitative approach, using comparative case studies, was used to investigate the professional practices of three non-local, non-indigenous principals. Data were collected through semi-structured interviews, non-participant observations and document analysis, and presented as narratives. The study confirms that schools in such contexts generate highly unconventional leadership circumstances attributable to a complex interrelationship of idiosyncratic factors. The research has implications for the preparation and support of principals located in remote, indigenous community schools. Declaration

KW - remote indigenous communities

KW - comparative case studies

KW - school leadership

KW - leadership context

KW - interpretive qualitative approach

KW - narratives

KW - principal perspectives

KW - remote education

U2 - 10.26182/5b88fe637f555

DO - 10.26182/5b88fe637f555

M3 - Master's Thesis

ER -

Kelly ML. Leading in remote, indigenous community schools: Principals' perspectives. 2018. https://doi.org/10.26182/5b88fe637f555

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  • THESIS - MASTER OF EDUCATIONAL LEADERSHIP - KELLY Marisa Leanne - 2018

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