Collaborative leadership in the context of appraisal
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Citation:McWilliams, S. (2009). Collaborative leadership in the context of appraisal. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/1397
Permanent link to Research Bank record:https://hdl.handle.net/10652/1397
This research project investigated whether espoused theories of collaborative leadership matched practice in the context of appraisal. The research was undertaken at a South Auckland primary school (School X). The literature on collaboration, leadership and appraisal was drawn upon to identify common elements for effective collaborative leadership. These key elements were then used to form criteria for data gathering. The methods employed in this research project involved documentary analysis and the administration of a questionnaire. The reason for selecting these two methods was to identify espousals in the documentation on collaborative leadership and compare these with personal perceptions in practice. The major findings of this research were that at School X documentation clearly stipulated a collaborative leadership intent (the espoused practice). Staff also perceived there to be evidence of these espoused elements of collaborative leadership in the appraisal process. These elements consisted of informing, illustrating, inquiry, withholding assumptions, creating ownership, monitoring, evaluating, reflecting, partnership, co-operation, agreement, inclusiveness and flexibility. The findings indicated that there were varying degrees to how these elements were practised to provide transparency and ownership.