EDLED501-19A (HAM)

Educational Leadership: Issues and Perspectives

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Whiringa Educational Leadership and Policy


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: helen.findlay@waikato.ac.nz

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Paper Description

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There is an extensive and sometimes bewildering array of research and scholarship in the field of educational leadership. This paper aims to cut through the confusion by providing an overview of the spectrum of theoretical and political perspectives on educational leadership and enabling participants to locate particular debates and ideas within that spectrum. There is no assumption that participants have had any previous academic study of educational leadership and they will be encouraged to reflect critically on their own practice. The paper emphasises the context of educational leadership in Aotearoa/New Zealand and also considers international perspectives.

Overview / Te Hōtaka

The paper is organised in three sections, each with inter-related study topics:

MODULE ONE: 26 February - 25 March 2019

What is educational leadership and how has this been understood over time?

  • Approaches to the study of educational leadership
  • Critical experiences of leadership
  • Theoretical perspectives including transactional, transformational, relational, ethical, authentic, instructional, distributed and teacher leadership
  • Leadership as practice

MODULE TWO: 8 April - 14 May 2019

How have political reforms shaped educational leadership over the last two decades?

  • An introduction to Neo-liberalism
  • Tomorrow’s Schools and subsequent reform of New Zealand education
  • Market forces: choice and competition
  • Managerialism and self-managing schools/institutions
  • Performativity: testing, target-setting and performance management
  • Designer leadership

MODULE THREE: 1 April; 21, 28 May 2019

Leadership in local contexts

  • Defining and analysing context
  • Analysis of own institutional setting and implications for leadership
  • Critical reflection on leadership practice

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Paper Structure

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This paper, EDLED501 - Educational Leadership: Issues and Perspectives - is a core paper for the Master of Educational Leadership (MEdLeadership).

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Explore and critique perspectives, theories and concepts of leadership
    Linked to the following assessments:
  • Learn to locate educational leadership ideas and debates within the broad educational leadership arena and education more generally
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  • Understand the influence of neo-liberal policy measures (markets, managerialism and performativity) on educational leadership and identify possible leadership responses to these
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  • Understand the importance of local historical, social and economic contexts on the work of education leaders
    Linked to the following assessments:
  • Reflect on their personal approaches to leadership
    Linked to the following assessments:
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Please note that your assignments may be photocopied for internal and/or external moderation purposes.

This paper is 100% internally assessed, based on participation, coursework and assignments. There is no external assessment component such as an examination.

Assessments emphasise the link with critical theory and provide students with the opportunity to examine and enhance their own understandings and practices within their own educational settings.

There is an ethical scenario analysis, a neoliberal policy group presentation, and a contextual leadership analysis. The details of each in terms of length, structure and criteria for assessment are set out below.

You are advised to study the requirements carefully and keep a copy of each assignment that you submit. The assignments and dates on which they are due are included in this outline so you can make an immediate start on planning and organising your schedule of study. More in-depth assignment guidance will be provided as required.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment 1: Ethical Leadership Scenario Analysis
31 Mar 2019
11:30 PM
  • Online: Submit through Moodle
2. Assignment 2: Neoliberalism in Education
30 Apr 2019
No set time
  • Presentation: In Class
3. Assignment 3: Contextual Leadership Analysis
2 Jun 2019
11:30 PM
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Required Readings / Ngā Pukapuka Kāhui Kōrero

There is no required text for this paper. To access the required readings for each week, click on the Reading List tab in Moodle, or go to the Course Readings List located on the Waikato Library website https://waikato.rl.talis.com/index.html.

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Other Resources

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In addition to paper readings, students are expected to research particular area/s of leadership interest and share their learning with the class on a regular basis. We encourage a balanced and rigorous approach to the educational leadership literature. You will soon discover that most of the published and peer reviewed research literature is stored in educational databases such as EBSCO, EMERALD, ERIC and PROQUEST, and is easily accessed through the Library search engine.

Care should be exercised with material accessed from general and commercial websites – remember that the inclusion of articles and links is a selective process which reflects the priorities of those who design the website.

The university provides an excellent library with both hard copy and online sources of information. These are supported by a strong team of dedicated library staff. Students are expected to be familiar with using the library and tomake full use of its resources to supplement readings and support assignments. As contentis constantly being updated, it is good to check the information regularly.

Students are strongly encouraged to make use of the Virtual Education Reference Desk (VeRD). This is accessed via the home page on Moodle and contains useful online help and guides. To enrol in the VeRD, goto Moodle (elearn.waikato.ac.nz)

If you cannot find what you need from the Library website, please contact a librarian for assistance by:

  • asking for help at the Level 2 Information Desk in the Library (on campus)
  • emailing libyeduc@waikato.ac.nz
  • phoning 838 4466 (0800 WAIKATO) ext 7829 or ext 4507 .
  • instant messaging – if it is likely to be a quick question and answer.
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Online Support

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This paper is supported in Moodle.

For course enquiries of a general nature, please speak with us during class or communicate via the Q’n’A forum in Moodle. Because it is highly likely that other students will have similar queries and concerns, responses will be of interest to the entire class.

For enquiries regarding ICT issues, please seek support from help@waikato.ac.nz

For issues of a more personal nature, speak with us after class, send an email or leave a voice message on the phone. We respond to requests as soon as possible.

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This paper has a credit value of 30 points. Students are expected to read widely and to become conversant with the library databases. Engagement in class discussion activities is critical to socio-constructivist models of interdependent learning and the formation of a community of learners. We encourage students to think with us and welcome contributions that open dialogue. At Masters level we embrace the concept of tuakana/ teina: that each one of us leads, teaches and learns.

It is important to note that Masters level papers demand academic rigour and an average of 10-15 hours study each week. Students are likely to intensify study efforts as assessment deadlines approach and may well exceed the workload guideline.

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Linkages to Other Papers

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The concepts and knowledge explored in this paper will serve as a foundation for study in EDLED502 (Educational Leadership: Organisational Change and Development), in particular, but also EDLED503 (Developing Educational Leadership: Coaching and Mentoring), EDLED504 (Educational Leadership: Inquiry in Organisations and Communities), EDLED505 (Educational Leadership for Social Justice), and EDLED506 (Educational Leadership: Advanced Coaching and Mentoring).

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