<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The contexts in which Aotearoa New Zealand leaders learn and work have improved in some respects from 30 years ago and deteriorated in others. The improvements include a significant shift away from heroic, often dictatorial, models of leadership towards a greater focus on the many layers and types of leadership required for secondary schools to be successful. The deterioration in leaders being able to learn together across our state school system is created by high levels of competition among state secondary schools and by the inability of the Ministry of Education to have as much influence as might be hoped for in a state education system on the learning – by adults as well as children – in schools. In many parts of the country non- Māori school leaders now have the ability to know much more about hapu and iwi history relevant to their setting than was the case 30 years ago, including through the work of the Waitangi Tribunal.</p><p>The “balkanisation” of our school system has become more pronounced over the last 30 years, as have the challenges resulting from the growing socio-economic divide between our poorest state schools and our most affluent. The “hands-off” approach from the Ministry of Education and successive governments regarding school zones has damaged the integrity and efficiency of our state school system. Several bitter pay disputes between governments of the day and the secondary teachers’ union, the Post-Primary Teachers’ Association (PPTA) especially, have meant that shared commitments by teachers’ representatives and the Ministry of Education to plan well for teacher supply for our state secondary schools have been difficult to achieve. Teacher supply challenges have added to the pressures on senior and middle leaders of the state schools serving our lowest socio-economic communities especially.</p></abstract>

The contexts in which Aotearoa New Zealand leaders learn and work have improved in some respects from 30 years ago and deteriorated in others. The improvements include a significant shift away from heroic, often dictatorial, models of leadership towards a greater focus on the many layers and types of leadership required for secondary schools to be successful. The deterioration in leaders being able to learn together across our state school system is created by high levels of competition among state secondary schools and by the inability of the Ministry of Education to have as much influence as might be hoped for in a state education system on the learning – by adults as well as children – in schools. In many parts of the country non- Māori school leaders now have the ability to know much more about hapu and iwi history relevant to their setting than was the case 30 years ago, including through the work of the Waitangi Tribunal.The “balkanisation” of our school system has become more pronounced over the last 30 years, as have the challenges resulting from the growing socio-economic divide between our poorest state schools and our most affluent. The “hands-off” approach from the Ministry of Education and successive governments regarding school zones has damaged the integrity and efficiency of our state school system. Several bitter pay disputes between governments of the day and the secondary teachers’ union, the Post-Primary Teachers’ Association (PPTA) especially, have meant that shared commitments by teachers’ representatives and the Ministry of Education to plan well for teacher supply for our state secondary schools have been difficult to achieve. Teacher supply challenges have added to the pressures on senior and middle leaders of the state schools serving our lowest socio-economic communities especially.

Leadership in our secondary schools: good people, inadequate systems

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"Leadership in our secondary schools: good people, inadequate systems"}

The contexts in which Aotearoa New Zealand leaders learn and work have improved in some respects from 30 years ago and deteriorated in others. The improvements...

Year	Initial pay increase claimed	Government opening ofer	Settlement (at the top of the base salary scale)
1989	7%	0%	0.67% after 2 days of strike action
1990	7%	0%	4.25% after 1 day of strike action
1992	4%	0%	0.0% after 2 days of strike action
1994	2% + $1,000 lump sum	2%	2% + $600 lump sum after 2 days of strike action
1995	21%	3%	12.5% after 6 days of strike action
1997	12.5%	2%	3.8% after 1 day of strike action
1999	15%	2%	6.79% after 3 days of strike action
2002	16.4% ($7500 in 3 steps)	2.5%, 3%, 3%	12.11% over 3 years after 5 days of national strikes and wild cat strikes
2004	10.44% over 3 years	2.5%, 3%, 3%	8.74% over 3 years + $500 one-of payment. No industrial action
2007	12.49% over 3 years	4%, 4%, 4%	12.49% over 3 years No industrial action
2010	4% for 1 year term	1.5%, 1%	2.93% over 2 years 1 day strike
2013	Two annual increases based on Consumer Price index	2.81% over 3 years	2.8% over 30 months No industrial action
2015	3.7% and two annual increases of 1.7%, 1.7%	2%, 2%, 2%	2%, 2%, 2.7% No industrial action
2018	15% claimed, to restore teacher pay relativity to the average wage as it has been in 2002; 3.47% per year thereafter	3%, 3%, 3%	3.2%, 8.1% (which included a new step at the top of the base scale) 3.5%1 day strike in conjunction with NZEI members

Leadership in our secondary schools: good people, inadequate systems

Article Category: article

Publié en ligne: 19 nov. 2020

Pages: 14 - 25

DOI: https://doi.org/10.21307/jelpp-2020-004

Mots clés
Leadership, change, education, design thinking, systems thinking

© 2020 Graeme Macann et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Secondary School Teachers’ pay claims, government initial ofers and settlements (based on a PPTA internal document, sourced 10 March 2020)

Leadership in our secondary schools: good people, inadequate systems

Article Category: article

Publié en ligne: 19 nov. 2020

Pages: 14 - 25

DOI: https://doi.org/10.21307/jelpp-2020-004

Mots clésLeadership, change, education, design thinking, systems thinking

© 2020 Graeme Macann et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Secondary School Teachers’ pay claims, government initial ofers and settlements (based on a PPTA internal document, sourced 10 March 2020)

Mots clés
Leadership, change, education, design thinking, systems thinking