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The principalship continues to be the focus of much research and debate around the world. However, attracting much less interest have been those holding middle-level leadership and management positions in schools, such as deputy principals, assistant principals and so on (Kaplan & Owings, 1999; NCSL, 2003). Despite this, such positions are becoming increasingly critical as the roles of all school leaders as well as teachers expand and become more complex in the changing and challenging contexts within which schools now operate. While Harvey (1994), Cranston, Tromans and Reugebrink (2004) and Cranston (2006a) among others have attempted to address this dearth to some extent in Australia, little work has been done in the area in New Zealand. Cranston et al.’s (2004) work suggested that those holding such middle-level leadership positions in schools, certainly in secondary schools, were struggling with what could be termed a reconceptualisation of their positions. But what of those holding similar positions in New Zealand schools? The exploratory research reported here provides some answers to that question for a group of deputy and assistant principals working in Auckland secondary schools.

Item Type:	Refereed Article
Research Division:	Education
Research Group:	Specialist studies in education
Research Field:	Educational administration, management and leadership
Objective Division:	Education and Training
Objective Group:	Schools and learning environments
Objective Field:	Management, resources and leadership
UTAS Author:	Cranston, NC (Professor Neil Cranston)
ID Code:	58372
Year Published:	2007
Deposited By:	Education
Deposited On:	2009-09-30
Last Modified:	2010-08-25
Downloads:	32 View Download Statistics