Education researchers examine key questions in doctoral studies

New Zealand Catholic Education Office special character manager Rosalie Connors and Colin MacLeod, director of the National Centre for Religious Studies, graduated from the ACU on May 5. 

Dr Connors’ thesis explored the ways in which Catholic primary school principals in New Zealand perceive, enact and meet their responsibilities in their role as a faith leader.

The study arose from concerns that there were insufficient numbers of people with suitable preparation and depth of faith formation to enact faith leadership, and that variable understandings and expressions of faith leadership were apparent from the researcher’s experience.

The study established that Catholic school leadership is a multifaceted and complex process, with faith central to its enactment. However, the study demonstrated that there is an absence of a shared, clear and concise interpretation of the characteristics and criteria for the effective enactment of faith leadership.

While principals recognise their role as the face of the Church and the school as a place of Church in the changing religious context of many families, their understanding falls short of the wider understanding of the Church’s mission.

The study also highlighted a gap in the intentional, ongoing faith formation for principals, leading to a limited understanding of the mission of Catholic schools. Notwithstanding, leaders with experience in the role of director of religious studies were more prepared for faith leadership responsibilities exercised within the role of principal.

Within the context of the Catholic school within the life of the parish, the study identified disconnection and limited collaboration toward mission goals between principals and parish priests.

Recommendations from the study underscored the necessity of generating a faith leadership framework for principals and generating and resourcing of a faith formation framework for teachers and principals.

An examination of the mission of Catholic schools due to the changed socio-religious context was recommended in order to support a shared vision for mission by principals, parish priests and Catholic education office leaders.

Dr MacLeod’s thesis, titled “They too belong here”, investigated the relationship between Catholic parishes and parish schools in this country.

The study addressed a gap in the literature, by naming the key features of the parish-school relationship and proposing theory to enhance understanding and contextualise potential responses.

The research highlighted the urgent need for a renewed focus on developing a shared sense of belonging, requiring clarity of mission and intentional community-building, particularly in the face of declining parish engagement and increasing pressures on Catholic schools.

The research contributes to the discourse on parish formation and Catholic education by offering a framework that supports parishes and schools in fostering deeper connections.

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