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Dissertations / Theses on the topic 'Aboriginal leadership'
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1
Adepoyibi, A. C., and n/a. "Djungayin, Bungawa or Mr Chairman : analysis of management in a remote aboriginal community council in east Arnhem land." University of Canberra. Administrative Studies, 1988. http://erl.canberra.edu.au./public/adt-AUC20060529.122940.
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Kennedy, Helen, and Helen E. Kennedy@hotmail com. "Cultivating Indigenous Capacity Building Through Leadership Development." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091015.154146.
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This research explored how my own life experiences and leadership journey have informed my professional practice in Indigenous capacity building. The relationship between Indigenous capacity building and the promotion of Ieadership development is the underlying basis of my research. This is an increasingly important area in Aboriginal Affairs and public policy given the currency of debates around Indigenous capacity building as a strategy towards overcoming entrenched disadvantage experienced by so many Indigenous people. This is juxtaposed with the increasing recognition of the need to promote new and emerging Indigenous leadership as a strategy to ensure the future survival and growth of strong, self-determining Aboriginal communities. A key element of my research is the development and construction of a model which describes the key characteristics or determinants of Indigenous capacity building through developing Indigenous leadership. This has been constructed from my own experiences, research and analysis and reflects the primacy of leadership in debates around Indigenous capacity building. The model demonstrates that there are three key separate yet interrelated components of Indigenous capacity building through promoting leadership development. Interwoven through and between each of these components is the importance of culture which is the all permeating centre of the model and cannot be underestimated. The first component in the model focuses on the importance of internally based capacity building which I have described as 'intra capacity building.' This represents a cluster of interdependent characteristics that combined together, contribute towards building stronger 'internal' capacities as a necessary strengthening factor which builds resilience and are all essential leadership qualities. They includes attributes such as the development of self knowledge, self confidence and self awareness, cultural identify and healing from the impacts of colonisation. The second component in the model focuses on the importance of the more externally developed 'inter capacity building' which explores the importance of connection to supportive and quality relationships, an increase in the building of networks and their application to the workplace as well as pathways to employment and education. The third component of the model focuses on the combined impact of intra-personal and inter-personal capacity development on the broader Aboriginal community through contributing towards growing and sustaining the leadership base and ensuring on-going community engagement through governance arrangements. This exegesis will provide a major contribution to the growing amount of work on Indigenous capacity building and recognition of the integral role of leadership development in this context. The project element of my research will further contribute to this by promoting key learnings from my research by making available a training resource guide for use in education, training and community settings. My conclusion acknowledges the significant life experiences and leadership journey I have personally experienced, which are parallel in nature to the experiences of the many Koorie leadership participants.
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Appo, Dennis Keith. "The use of power in Aboriginal organisations /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17843.pdf.
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Hughes, Bridget Y. "Collective impact: Closing the gap in educational outcomes for Aboriginal and Torres Strait Islander peoples in Queensland." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230011/1/Bridget_Hughes_Thesis.pdf.
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This thesis examined the educational outcomes for Indigenous children enrolled in Queensland state (public) primary schools from the perspective of the collective and social impact of programs and services. The study used quantifiable data to show that the gap is not closing, regardless of an improvement in attendance, along with literacy and numeracy achievement levels, in certain regions of Queensland.
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Galipeau, Miriam. "A Case Study of Alberta’s Future Leaders Program (AFL): Developing Aboriginal Youth Leadership through Cross-cultural Mentorship, and Sport, Recreation, and Arts Programming." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23535.
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In this thesis, in which I use the stand-alone paper format, I employ a Foucauldian lens to examine Alberta’s Future Leaders (AFL), an Aboriginal youth leadership development program. In the first paper, I identify how power relations shape AFL, including its ambitions and struggles towards developing sustainable programming. In the second paper, I examine AFL’s cross-cultural approach to mentorship and the ways in which failing to address issues of culture (re)produces colonial relations of power. Overall, my findings highlight the importance of recognizing and problematizing the power relations at work within Aboriginal youth leadership development initiatives.
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Shay, Marnee. "Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education." Thesis, University of the Sunshine Coast, 2013. https://eprints.qut.edu.au/71023/1/71023_SHAY_Thesis_final.pdf.
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Alternative schools are an emerging model of education offered to young people who have been disenfranchised from conventional schooling opportunities. The body of literature on alternative schools in Australia has not identified how many Indigenous young people are engaged with alternative schools and how alternative schools are supporting Indigenous young people to remain engaged in education. It is well documented that Aboriginal and Torres Strait Islander people experience significant disadvantage including poorer educational outcomes than their non-Indigenous peers. This study seeks to contribute to improving educational outcomes for Aboriginal and Torres Strait Islander young people through exploring Aboriginal and Torres Strait Islander interactions with alternative schools in Queensland and investigating the practices of alternative school leaders in terms of how they are supporting Indigenous young people to remain engaged in education.
Critical race theory informed the development of this study. An Aboriginal researcher sought to shift the focus of this study away from Indigenous young people to Principals; to explore their perspective of their own knowledge and practices in supporting Aboriginal and Torres Strait Islander young people at their school. Using survey methodology, a web-based questionnaire was developed to survey Principals’ providing data on alternative schools in Queensland including the demographics of the alternative school; self-reported knowledge of Indigenous cultures and communities and practices that support Aboriginal and Torres Strait Islander young people at their alternative school.
There are nine key findings that emerged through the analysis of this study: key finding one is the high percentage of Aboriginal and Torres Strait Islander young people enrolled in schools surveyed; key finding two is there is a high percentage of Aboriginal and Torres Strait Islander staff employed in the schools; key finding three is the majority of the schools are located in low socio-economic areas; key finding four is the strong willingness of Principals’ in this study to engage in self-directed learning in relation to Aboriginal and Torres Strait Islander cultures; key finding five is the limited demonstration of understandings of Aboriginal and Torres Strait Islander cultures and communities; key finding six is the most prevalent practice of Principals’ in this study is the celebration of cultural events and cultural activities; key finding seven is the limited Principal engagement with Aboriginal and Torres Strait Islander young people, their families and the local community; key finding eight is the practice of alternative schools provides limited support and nurturing of Aboriginal and Torres Strait Islander young person’s cultural identity and key finding nine is that Principals’ are relying heavily on informal discussions with staff to know what their staff’s knowledge and skills are in relation to supporting Aboriginal and Torres Strait Islander young people.
There are multiple implications that have arisen from this study. The data demonstrated high numbers of Aboriginal and Torre Strait Islander students and staff. The data also revealed that Principal’s demonstration of knowledge in relation to Indigenous cultures and communities was limited, as well as limited Principal engagement with Indigenous young peoples, families and communities. Therefore a major practical implication of this study is the urgent need for quality cultural learning opportunities for leaders of alternative schools to improve practices. Additionally, the implications of this study support an urgent need for further research on the role alternative schools are playing in supporting Indigenous young people to remain engaged in education.
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Douglas, Angela Marie. "Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly"." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30275/1/Angela_Douglas_Thesis.pdf.
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This thesis is a critical reflection of the author’s time as a Principal of an Indigenous state school from 2003-2004. The purpose is to reassess the impact of her principalship in terms of the staff, students and Community change that affected learning outcomes at the school and to reanalyse to what actions and to whom positive changes could be attributed. This thesis reflects and identifies, in light of the literature, strategies which were effective in enhancing student learning outcomes. The focus of this thesis was the Doongal State School*, its students, staff and facilities. The author will attempt to draw out theoretical frameworks in terms of: (1) what changed educationally in Doongal State School, (2) what seemed to be important in the Principal’s role, (3) the processes that took place, and (4) the effect of being non- Indigenous and a female. Overall, the author undertook this critical reflection in order to understand and embrace educational practices that will (a) lessen the gap between the academic outcomes achieved by Indigenous and non-Indigenous students, and (b) enhance life choices for Indigenous children. The findings indicate that principal leadership is critical for success in Indigenous schools and is the centrepiece of the models developed to explain improvement at Doongal State School. School factors, Principal Leadership factors, Change factors and factors relating to being a non-Indigenous female principal, which, when implemented, will lead to improved educational outcomes for Indigenous students, have evolved as a result of this thesis. Principal Leadership factors were found to be the enablers for the effective implementation of the key components for success.
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Douglas, Angela Marie. "Leading indigenous education in a remote location : reflections on teaching to be "proud and deadly"." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30275/.
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This thesis is a critical reflection of the author’s time as a Principal of an Indigenous state school from 2003-2004. The purpose is to reassess the impact of her principalship in terms of the staff, students and Community change that affected learning outcomes at the school and to reanalyse to what actions and to whom positive changes could be attributed. This thesis reflects and identifies, in light of the literature, strategies which were effective in enhancing student learning outcomes. The focus of this thesis was the Doongal State School*, its students, staff and facilities. The author will attempt to draw out theoretical frameworks in terms of: (1) what changed educationally in Doongal State School, (2) what seemed to be important in the Principal’s role, (3) the processes that took place, and (4) the effect of being non- Indigenous and a female. Overall, the author undertook this critical reflection in order to understand and embrace educational practices that will (a) lessen the gap between the academic outcomes achieved by Indigenous and non-Indigenous students, and (b) enhance life choices for Indigenous children. The findings indicate that principal leadership is critical for success in Indigenous schools and is the centrepiece of the models developed to explain improvement at Doongal State School. School factors, Principal Leadership factors, Change factors and factors relating to being a non-Indigenous female principal, which, when implemented, will lead to improved educational outcomes for Indigenous students, have evolved as a result of this thesis. Principal Leadership factors were found to be the enablers for the effective implementation of the key components for success.
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Wray, Debra E., University of Western Sydney, College of Arts, and School of Education. "HSC Aboriginal studies : strengths, limitations, and impact upon Aboriginal students' self-concepts and educational outcomes." 2006. http://handle.uws.edu.au:8081/1959.7/15151.
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Two primary, interdependent goals of the NSW Higher School Certificate Aboriginal Studies course are enhancing Indigenous students’ self-concepts and educational outcome. It was considered that these would lead to increased Indigenous student participation and retention to Year 12. Yet recently there has been a decline in enrolments. Despite the introduction of Aboriginal Studies over a decade ago, no rigorous research has been undertaken to determine the impact of the course or the extent to which the aims of the course have been achieved. Research in Aboriginal Education has identified that Indigenous students are still not achieving at the same level as their non-Indigenous counterparts. However, the majority of studies to date have been theoretical and descriptive in nature. The primary purpose of the present investigation was to address some of the above issues by elucidating the (a) factors that influence Indigenous students’ decisions to participate in the HSC Aboriginal Studies course; (b) impact of the course on Indigenous students’ self-concepts and educational outcomes; and (c) strengths and limitations of the course. The research was undertaken in three NSW Department of Education and Training secondary schools, located in rural, north coast, and south coast areas. Results indicated that Indigenous students choose Aboriginal Studies based on their need to understand more about their own culture. There were also clear educational benefits in that Aboriginal Studies was considered to be a motivational factor that encouraged attendance at school and enhanced their academic self concept. Both staff and students suggested that the academic rigour of the Aboriginal Studies course contributed to declining enrolments. Overall the findings suggest that whilst the current course has some limitations, there are also many strengths; this implies there is a need to continue to refine the course to meet the needs of Indigenous students.Master of Education (Hons)
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Main, Fionna Miriam. "Aboriginal Public Servants: Leadership in the British Columbia Public Service." Thesis, 2014. http://hdl.handle.net/1828/5255.
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This thesis provides preliminary, qualitative research that explores whether there is a common understanding of Aboriginal public servant leadership within the British Columbia (BC) Public Service. An interpretive, grounded theory approach underpinned by attention to Indigenous methodologies was used in this thesis. Research was conducted using semi-structured interviews with 22 self-identified Aboriginal peoples within the BC Public Service. The results identify properties of three analytical perspectives of leadership that interact in the context of Aboriginal public servants in British Columbia: (1) individual; (2) Indigenous, traditional or family setting; and (3) bureaucracy/public service. A linking theme across these analytical perspectives, “it’s personal not individual”, is proposed that influences an approach that interviewed Aboriginal public servants use in their professional positions and in their daily life. This study concludes that although there is not one specific understanding of leadership among Aboriginal public servants, their personal commitment to improving the well-being of their peoples may be the basis for their leadership work to facilitate and build bridges of understanding between communities and government. In addition, there is a call to non-indigenous public servants to consider their own leadership and share responsibility for bridge building alongside their Aboriginal colleagues.Graduate
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fionnamain@gmail.com
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Kuo, Sung-Hwa, and 郭頌華. "A Case Study of an Aboriginal School Principal's Promoting Instrucional Leadership." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/gb7tmf.
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碩士國立東華大學
教育行政與管理學系
105
The main purpose of this study was to explore the current situation of a principal’s practice on promoting instructional leadership in an aboriginal elementary school. This research employed the case study method on an aboriginal elementary school principal subject, Lin. The researcher collected the data by in-depth interview and document analysis. The conclusions of this study were summarized as follows： I. Principal Lin’s instructional leadership philosophy A. In terms of administrative philosophy, Lin put students as priority and insisted on promoting every student. B. In terms of instructional leadership objectives, ensuring curriculum and teaching quality, and facilitating teachers’ professional growth. C. In terms of leadership features, professional interaction, use of power and care of interpersonal relationships complement one another. D. In terms of roles, principal acts as a guide, facilitator, and supervisor as well. II. Detail performances of principal Lin’s practice of instructional leadership A. With students as priority of adherence to education, reaching a consensus on developing teaching goals and vision. B. Playing the role of as the responsible chief teacher and leader, to ensure the quality of curriculum and teaching. C. Assisting teachers in professional growth and building a teaching faculty that learn. D. Having great expectations on students to stimulate diverse learning development. E. Offering administrative support to the school and introducing external resources. III. Principal Lin’s leadership dilemmas, coping strategies and success factors A. Dilemmas Owing to excessive versions of teaching materials and years of absence from teaching, Lin was unable to realize the content of teaching materials during in-class observation. B. Coping strategies By means of in-class observation, Lin could refresh the concept of teaching methods and classroom management, in addition, searching out the problems from students’ reaction and having professional dialogue with the teachers. C. Success factors 1. Suitable educational ideas and the position of instructional leadership. 2. Humanized leadership with charisma. 3. Willing to observe, communicate and accompany. 4. Teachers had strong recognition of the principal Based on the research conclusions, the author provided some suggestions to the educational administrative authorities and principals for the practice of instructional leadership as references.
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Goreng, Goreng Tjanara. "Tjukurpa Pulka The Road to Eldership How Aboriginal Culture Creates Sacred and Visionary Leaders." Phd thesis, 2018. http://hdl.handle.net/1885/149431.
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Robert Kegan says that sacred leadership is a particular order of consciousness that applies to people who have navigated their emotional stages of development to become individuals who go beyond the ego to become ‘sacred’ in their thinking and being. They are leaders who motivate and inspire others to follow them. In Aboriginal communities in Australia, Elders have always been considered leaders because of similar qualities to those espoused by Kegan and other western sacred and visionary leadership theorists. Indigenous researchers and writers in the field express the wisdom of our Elders as leaders in our language that espouses similar theories of sacredness. This thesis examines Elders as sacred leaders through the process of their development in Aboriginal culture, education and experiences and analyses that through the western and Indigenous leadership theoretical lens. The research was undertaken utilising Robert Kegan’s theories of western leadership, in particular, his work on higher levels of thinking in transformational leadership from an educational psychology perspective and Erik Erickson’s Stages of Human Development in addition examining the research of Indigenous leadership researchers and writers internationally and nationally. In addition, to explain the transformative processes of achieving higher levels of thinking when one’s development is arrested through colonisation, violence, abuse, dependency and acculturation, the thesis seeks to find what practices or events in cultural development supported an individuals’ movement through the levels of thinking to sacred leadership based in these theories. The thesis examines whether these western theories have any application, correlation or parallels in Aboriginal culture. Utilising an Indigenous research methodology, four Aboriginal storytellers on their Roads to Eldership describe their life’s journeys which are then analysed to ascertain their development stages, levels of thinking, and their values and motivations as leaders and Elders. The aim is to ascertain whether these storytellers have achieved higher levels of thinking on their road to Eldership, through navigating their stages of development, and overcoming any arrested development experiences, challenges, adversities and their transformational actions. Furthermore, the thesis shows how Tjukurpa Pulka - following the Law in action, and the inclusion of cultural and ceremonial life - contributes to healing arrested development and enables development to Eldership and the choice to move onto become visionary and sacred leaders. On the basis of my findings, the stories told, point to a contemporary practice of an ancient form of leadership development that mirrors the qualities and traits of higher levels of thinking. It shows how sacred leadership levels can be achieved through participation in cultural life, living in the Tjukurpa – the Law and spiritual business – and engaging in ceremonies, service to community, visioning and healing recovery processes. This study is important to show that Aboriginal culture has had a generational process of educating children and young adults with the vision of creating Elders as leaders who can serve their communities and it crosses clan groups because of the impacts of separation through colonisation. The research has a contribution to make to the maintenance of Aboriginal cultural knowledge specifically and to understanding the oral teachings and learnings of an ancient culture, as well as showing how this information can be applied to leadership development and theory in the present modern world.
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LaBelle, Stephanie C. "Aboriginal women, mining negotiations, and project development: analyzing the motivations and priorities shaping leadership and participation." 2015. http://hdl.handle.net/1993/30351.
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The major objective of this thesis is to assess the role and contributions of Aboriginal women to mining negotiations and project development. Utilizing qualitative feminist research methodology, this research incorporated the perspectives of several participants all involved in the mining industry in different capacities. Through bridging the realities, observations, experiences, and contributions of a variety of stakeholders, this project assesses how and why Aboriginal women are involved in mining negotiations and project development, measures to facilitate women’s involvement in mining development and negotiations, and how to improve the relationships between mining industry and Aboriginal stakeholders.
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Fredua-Kwarteng, Eric. "Exploring School Principal Preparation and Development in Northern Canada: The Case of Nunavut's Educational Leadership Program (ELP)." Thesis, 2013. http://hdl.handle.net/1807/43560.
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The purpose of this research was to explore how Nunavut Educational Leadership (ELP), a school principal preparation program in Nunavut Territory, Canada, fulfills Inuit (the indigenous people of the territory) educational aspirations. In accordance with this purpose, the study focuses on answering four specific questions: (1) what are Inuit educational aspirations? (2) What is the context for Inuit education? (3) How is the Nunavut Educational Leadership Program organized to meet its objectives? (4) How do the activities of the Nunavut Educational Leadership Program (ELP) fulfill Inuit educational aspirations?
Adopting an exploratory case study design grounded in qualitative approaches and undergirded by critical interpretative perspective, the research triangulates both primary and secondary sources of data. The primary data sources come from individual semi-structured interviews of 35 respondents (18 community members, 3 program development members, 3 presenters/facilitators, 7 program participants, and 4 educational officials) selected across Nunavut Territory. These sources are complemented with relevant secondary documents from 1987 to 2010. Using constant comparative and word-in-context as the main data analysis methods, concepts and themes were delineated from the data sources to form categories, with the research questions and conceptual framework guiding the process. The research results revealed, among many other things, that the Nunavut ELP partially fulfills Inuit educational aspirations as defined in the research.
Issues arising from the data analysis and interpretation are also discussed under (1) Inuit culturally appropriate education/ self-determination in education, (2) Issues associated with Inuit and mainstream relationship, (3) The relationship between context and principal preparation and development programs, (4) Preparation programs for fulfilling local educational aspirations, (5) Framework for principal leadership practice, (6) Educational Governance Related-Issues, (7) University contribution to principal leadership preparation and development programs, (8) Nunavut ELP goals, and (9) Leadership Conceptualizations. Along with these are recommendations, theoretical implications and directions for future or further research. Though the research does not purport to design an educational leadership program for Nunavut school leaders, its evidence-based analysis and results may assist in any conversations toward the restructuring, improvement or enhancement of the Nunavut ELP as well as any educational leadership development programs in post-colonial societies.
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Keith, Russell. "That they all may be one?: the development of Aboriginal leadership in the Anglican and Uniting churches, 1965-1990." Thesis, 1990. http://hdl.handle.net/1885/266425.
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WANG, MING-HAU, and 王明華. "Relationship between Competing Values Framework of Principal Leadership Model and Teachers Work Engagement - Take Kaohsiung-Pingtung Aboriginal Primary Focus of The National Case." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/63w3rq.
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碩士國立屏東大學
教育行政研究所
103
This study was designed to investigate the Kaohsiung-Pingtung Aboriginal primary school teachers focus on status of the relationship between principals Competing Values Framework leadership model and teachers work engagement the and analyze its relevance, according to findings presented conclusions and recommendations as a focus of national Aboriginal primary school principals , reference teacher and research staff. In this study, by collecting literature on the principal Competing Values Framework leadership model and teachers work engagement as the theoretical basis of this study ; then the focus of the Kaohsiung-Pingtung Aboriginal primary school 160 teachers in the study, questionnaires , statistics, analysis to understand the current status of the relationship of investment in principals competing Values Framework for leadership and teachers work engagement on the Kaohsiung-Pingtung Aboriginal primary school teachers. The resulting data with statistical software SPSS for windows19.0 statistical software package Chinese version perform statistical analysis , using descriptive statistics , t test , one-way analysis of variance method and stepwise multiple regression analysis , research data analysis , obtained in this study The results are as follows: 1.Teachers’ perception of Competing Values Framework of principal leadership model is good. 2.Teachers' perception of teachers work engagement is good. 3. There is no significant difference on principal leadership behavior Competing Values Framework of consciousness by different genders, ages, the highest level of education, official occupation, and teaching seniority. 4. There is no significant difference on teachers' perception of teachers work engagement by different genders, ages, the highest level of education, official occupation, and teaching seniority. 5. Principal competing values framework leadership effects on teachers work engagement.
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Wu, Hsiao Ling, and 伍曉玲. "A Study on the Relationships between the Principal’s Transformational Leadership and Teachers’ Teaching Attitudes in Elementary Schools of Aboriginal Areas in Nantou County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/35268950258459947058.
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碩士國立嘉義大學
教育行政與政策發展研究所
98
The purpose of this study was to investigate the relationships between elementary school principal’s transformational leadership and teachers’ teaching attitudes. Five hundred and twenty elementary school teachers from Aboriginal Areas in Nantou County were invited to fill out the survey questionnaire on “The Principal’s Transformational Leadership and Teachers’ Teaching Attitudes in Elementary schools of Aboriginal Areas in Nantou County”. Four hundred and twenty-one valid questionnaires were collected, and the return rate was 80%. The data was analyzed using descriptive statistics, factor analysis, t-test, chi-square, one-way ANOVA and Pearson product-moment correlation. The researcher found five factors, which are presented as follows: 1. Most elementary school principal’s transformational leadership was constructive in the aboriginal areas of Nantou County. 2. Most elementary school teachers’ teaching attitudes were constructive in the aboriginal areas of Nantou County. 3. The school principal’s transformational leadership appeared differently to teachers in the aboriginal areas of Nantou County due to various school’s styles and different principals’ genders. However, there was no difference found among teachers of different genders, educational backgrounds, teaching experience, positions, and either the teachers’ or school principal’s race. 4. The teachers’ teaching attitudes differed depending on how much teaching experience they had. The attitudes seemed not to vary among teachers of different genders, educational backgrounds, positions, school styles, principals’ race and principals’ genders. 5. The elementary schools’ principal’s transformational leadership impacted teachers’ teaching attitudes in the aboriginal areas of Nantou County.
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Wang, Chang-Ming, and 王昌明. "A study on the Relationship between Transformational Leadership Behaviors and Strategies of School Management: The Case of Aboriginal Elementary School Principals in Kaohsiung and Pingtung Counties." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/hb2eyy.
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碩士淡江大學
教育政策與領導研究所碩士在職專班
97
The purpose of this study was to analyhze the relationship between aboriginal elementary school principal’s transformational leadership behaviors and strategies of school management in Kaohsiung and Pingtung Counties. Subjects of this study were 203 teachers sampled from aboriginal elementary schools in Kaohsiung and Pingtung Counties. A questionnaire was developed as the instrument for data collection. Data was analyzed by using descriptive and inferential statistical methods, including mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation and stepwise multiple regression. Findings of this study were summarized as followss: 1. Most of teachers of the aboriginal elementary schools perceived a upper-intermediate level for principal’s transformational leadership behaviors and strategies of school management. 2. There were significant differences in teachers’ perceptions of principal’s transformational leadership behaviors by teacher’s duties, principal’s gender, native place, age and seniority of principal. 3. There were significant differences in teachers’ perceptions of principal’s strategies of school management by teacher’s gender, scale of school , principal’s gender, age and seniority of principal. 4. The principal’s transformational leadership behaviors and strategies of school management were positively correlated. 5. The principal’s transformational leadership behaviors could predict effectively the strategies of school management, especially transformational behaviors such as “ inspirational motivation ” , “ individualized consideration ”, “ intellectual stimulation ”. Based on the above findings, some suggestions were presented for principals of the aboriginal elementary school as well as for future studies.
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SU, YING-LING, and 蘇映陵. "The Study on the Relationship among Homeroom Teachers' Leadership Behaviors, the Implement of School-community Partnerships and the Efficiency of Classroom Management in Aboriginal Highlighted Schools." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/6876fv.
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碩士中臺科技大學
文教事業經營研究所
105
The purpose of this study was designed to explore the relationship between homeroom teachers' leadership behaviors, the implement of school-community partnerships and the efficiency of classroom management in aboriginal highlighted schools. Questionnaire survey was used in the study, and the research tool was Questionnaire of Homeroom Teachers' Leadership Behaviors, the Implement of School-community Partnerships and the Efficiency of Classroom Management in Aboriginal Highlighted Schools. The subjects were 120 homeroom teachers in aboriginal highlighted schools in Taichung City and Nantou County (18 schools were selected as the sample). The data of the questionnaire were analyzed through descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment Correlation and multiple regression analysis, and the results were as follows： 1. Teachers would use strategies of transactional and transformational leadership. Intervention management was uesd the most among transactional leadership, and encouragement was uesd the most among transformational leadership. 2. As for the efficiency of classroom management, making a positive classroom climate was the best of all. 3. There was no significant differentiation between homeroom teachers' leadership behaviors and the efficiency of classroom management under the condition of different genders, ages, seniorities, races, the scales of the school and the quantities of the student. 4. The results showed significant positive correlation between homeroom teachers' leadership behaviors and the efficiency of classroom management, the implement of school-community partnerships and the efficiency of classroom management, and homeroom teachers' leadership behaviors and the implement of school-community partnerships. 5. Homeroom teachers' leadership behaviors in aboriginal highlighted schools had significant prediction on the efficiency of classroom management. 6. The implement of school-community partnerships had significant prediction on the efficiency of classroom management. According to the conclusions of the study, there are some suggestions to teacher training institutions, School administrative units, elementary school teachers and further studies.
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Coughlin, Camela Dawn. "A mother’s hopes and dreams for her daughter: the parallel journey between two Mohawk leaders in different contexts and careers." Thesis, 2011. http://hdl.handle.net/1828/3263.
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Educational institutions have not yet succeeded in their quest to formally educate Aboriginal students with success. In an effort to increase the graduation levels, many school districts have implemented mandates to hire more Aboriginal teachers and administrators. Through sharing her lived experience as an Indigenous elementary principal the researcher argues that although many bureaucratic organizations have formal policies to hire Aboriginal people into leadership positions, they still seek to maintain their power to keep the status quo in their organizations.
This qualitative autoethnographic study acknowledges Indigenous ways of knowing through the sharing of stories and experience. The experiences will highlight emotional and cultural struggles that one can face when differing cultures and values emerge in a bureaucratic system based on colonialist viewpoints. Due to the vantage point of an insider, the researcher has traced her life from childhood and shared experiences and stories as a mixed-blood Mohawk woman and leader in the education system. Through an examination of signifying moments these stories depict a personal struggle for identity in her role as a female Mohawk principal in a school with a predominant Aboriginal student population. Chosen stories and incidents are recounted to reveal the social, political, historical, institutional, and cultural systems that are embedded within society. Both the researcher and her mother’s stories are universal in terms of experience that transcends understanding among Aboriginal people who are aiming to create organizational change.
This genre of qualitative research will allow the reader to see the ongoing transformation that has occurred in the researcher’s first five years as an administrator in the public school system. Her upbringing and her mother’s teachings are internalized and become the catalyst for navigating through turbulent times and allow for continuing growth as an Indigenous leader in education.Graduate
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Allain, Julia Anne. "Duwamish history in Duwamish voices: weaving our family stories since colonization." Thesis, 2014. http://hdl.handle.net/1828/5790.
Full textAbstract:
Duwamish people are “the People of the Inside,” “the Salmon People”—Coast Salish people who occupied a large territory inside the Olympic Mountains and the Cascade range. Ninety Longhouses were situated where Seattle and several neighbouring cities now stand. Today, over six hundred Duwamish are urban Indigenous people without legal recognition as an American Indian tribe, still battling for rights promised by the Point Elliott Treaty of 1855. Portrayals of Duwamish history since the time of colonization are often incomplete or incorrect.
A tribe member myself, I set out to record and present family stories concerning the period 1850 to the present from participants from six Duwamish families. I gathered histories told in the words of the people whose family experiences they are. It is history from a Duwamish perspective, in Duwamish voices. Collected family stories are recorded in the appendices to my dissertation. In my ethnographic study, I inquire as to what strengths have carried Duwamish people through their experiences since colonization. The stories reveal beliefs and practices which have supported the Duwamish people, and hopes for the future.
Data was gathered using multiple methods, including fieldwork—visiting a master weaver; attending tribal meetings; and visiting historic sites—reading existing documents by Duwamish authors and by settlers, and interviewing, including looking at photos to elicit information. Five themes emerged from the data: Finding a True History; What Made Them Strong; Intermarriage; Working for the People; and Working with the Youth. These themes together constitute what I term the Indigenous Star of Resilience (see Figure One in Chapter Six). For me, this study has truly been swit ulis uyayus—“work that the Creator has wrapped around me” (Vi Hilbert, quoted in Yoder, 2004); work that is a gift.Graduate
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