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Combating Role Discontinuity for Principals of Remote Indigenous Schools

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Pedagogies to Enhance Learning for Indigenous Students

Abstract

This chapter investigates the tensions inherent in the work of principals of remote Indigenous community schools. These tensions involve issues of role discontinuity whereby principals feel overwhelmed by managerial, administrative and community responsibilities to the extent that issues of curriculum, pedagogy and the development of professional learning communities are “left out.” Principals also feel sidetracked by issues that “walk through the door” on a daily basis. Case studies of three principals and the way they attempt to “manage” these tensions are analysed with some recommendations provided about ways to resolve these tensions. A focus on “educational” leadership is essential if educational outcomes for Indigenous students are to improve. This chapter considers solutions such as reconfiguring the work of principals or changing the school structures themselves to better address issues of role discontinuity in the principalship.

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Notes

  1. 1.

    All participants have been given pseudonyms.

  2. 2.

    The then Prime Minster Kevin Rudd.

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Author information

Authors and Affiliations

  1. School of Education, The University of Queensland, St. Lucia, QLD, Australia

    Richard Niesche

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  1. Richard Niesche
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Correspondence to Richard Niesche .

Editor information

Editors and Affiliations

  1. , Faculty of Education, Griffith University, 176 Messines Ridge Rd, Mt Gravatt, Queensland, 4111, Australia

    Robyn Jorgensen

  2. Fac. Education, Monash University, Wellington Road, Clayton, 3800, Victoria, Australia

    Peter Sullivan

  3. Griffith University, Gold Coast Campus, Queensland, 4222, Australia

    Peter Grootenboer

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Niesche, R. (2013). Combating Role Discontinuity for Principals of Remote Indigenous Schools. In: Jorgensen, R., Sullivan, P., Grootenboer, P. (eds) Pedagogies to Enhance Learning for Indigenous Students. Springer, Singapore. https://doi.org/10.1007/978-981-4021-84-5_4

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