Combating role discontinuity for principals of remote indigenous schools

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.