The Professionalization of Educational Leaders through Postgraduate Study and Professional Development Opportunities in New Zealand Tertiary Education Institutions

Abstract

retirements and turnover. Case studies of current programs identified six urgent policy issues: the need for research-based provisions in early childhood education (ECE); potential conflicts of interest for university faculties contracted to deliver government professional development (PD), consultancy, and support services; the preparatory needs of first-time team and executive leaders in schools and centre leaders in ECE; blending optional assessment of PD activities with postgraduate study programs; national investment needed to triple participation in the professionalization of educational leaders, and removing conditions antithetical to the systematic professionalization of leadership while creating incentive regimes that will sustain leadership capacity building. Five conclusions appear warranted. Each institution should provide effective professorial leadership to their research, teaching, and advisory teams in educational leadership or withdraw from the field. Market leaders in ECE might form a consortium with national stakeholders to articulate a research-based and career-related leadership development framework. The latent demand for professionalization exceeds supply by a factor of about three requiring Ministerial reform of incentives and national investment in educational leadership. Educational leaders in New Zealand are poorly educated in leadership compared to their international counterparts and need fresh incentives to become an All Master's profession. Finally, New Zealand's professional associations should play a much more significant role in the professionalization of leaders by setting aside past differentiation and competitive strategies, recognizing all colleagues in designated leadership roles, combining into one national peak body, and engaging in the governance of the professionalization services provided by tertiary education institutions.

Leadership Development for Experienced New Zealand Principals

“…Generally principal preparation relates to strategies used to develop the capability of aspirant's before they are appointed to principalship. Career progression and development strategies are involved after appointment (Cardno, 2003;Macpherson, 2010). The notion of leadership and management development applies to both pre-and post-appointment strategies and is intended to be ongoing throughout career stages ranging from the aspiring stage to newly appointed principal stage to the stage of being an experienced principal.…”

Okul Yöneti̇ci̇li̇ği̇ni̇n Meslekleşmesi̇

“…Profesyonelleşmenin bütünlük ile ilgili süreci ise tipik olarak; (a) grup davranış normlarını ve (b) kararlaştırılan prosedürlere ve davranış kurallarına uyumu kapsar. Bu iki boyut mesleğin doğasını tanımlar (Macpherson, 2010).…”

Primary school principals in Ethiopia: Selection and preparation

“…It is similarly being met at the expense of both principals’ autonomy and their engagement with the moral and ethical values associated with the profession (Dempster, 2001). This has already been shown to run the danger of professional insularity (Macpherson, 2010).…”

“…Principalship professionalisation is also of prime importance for developing professional principals. Principalship professionalisation can be described as a ‘social and educational process used to transform educators into educational leaders who [will] offer…and…justify their services in terms of their specialist expertise and moral integrity appropriate to their profession’ (Macpherson, 2010: 211). It is a transformation process that helps principals to gain outstanding knowledge, superior skills and exceptional professional behaviour appropriate for effectively leading schools.…”