This paper builds on previous research regarding the culturally responsive leadership practices of middle leaders in secondary schools (Highfield, Webber, Woods, 2024). In the New Zealand context, where Māori and Pacific identity students and their families remain underserved, these approaches necessitate pedagogical and cultural change beyond the school gates. Leader and teacher practice must strengthen first language, identity and culture, build and sustain enduring school–community partnerships; advance co-constructed localised curricula; ensureing an education free from racism, stigma and discrimination where there are high expectations for academic success (Penitito, 2008). This research project specifically examines leadership practices in schools where there is evidence of strong academic outcomes for Māori and Pacific identity students to understand the interventions that occur within the curriculum areas these students study in their secondary school.

School curriculum leaders play a critical role in the school hierarchy, which often includes responsibility for pedagogical leadership, the professional development of teachers in their department, oversight of curriculum development, and the close tracking of student achievement (Bassett, 2016). Therefore, the leadership practices that focus on promoting a social justice and equity agenda within their direct sphere of influence is important if middle leaders are to influence the teachers they lead (Wills Brown & Williams, 2015). Practices are situated, social and relational, therefore this theoretical construct lends itself to examine how culturally responsive work is understood within a curriculum department (Mahon et al., 2017).  Research on culturally responsive middle leadership in New Zealand is scarce (Highfield & Woods, 2023), and existing studies rarely explore the direct relationship between leadership practices and student outcomes.   Earlier research indicated that middle leadership practices can positively impact student academic success (Highfield & Rubie-Davies, 2022), particularly in the senior levels of the school where students are prepared for high stakes examinations.

In the New Zealand context, the persistent need to better meet the needs of Māori students means attention to culturally responsive practice has been an ongoing priority for leaders in secondary schools. Critical research reminds us of the powerful connection between politics, economics and culture, in which social, historical and ideological forces produce and constrain our social structures (MacDonald, 2023). These forces are particularly evident in schools and have historically impacted the New Zealand education system resulting in negative social and academic outcomes for Māori (Berryman & Eley, 2024). New Zealand educators have focused on implementing interventions designed to close the achievement gap for traditionally disadvantaged students, with targeted culturally responsive professional development initiatives shown to have a significant benefit for Māori students in participating schools (Alton-Lee, 2015).  Therefore, although recent findings from previous research revealed that nearly all middle leaders endorsed culturally responsive pedagogy  and many believed it enhanced Māori and Pacific students' opportunities for success, there was evidence of an enactment gap between middle leader beliefs about their practice and the academic results for students (Highfield et al., 2024). We theorised there was insufficient data to ascertain whether Māori and Pacific academic achievement was directly influenced by middle leader beliefs and practices, or could be attributed to school factors. The analysis reported in this paper  revealed that the school equity index, geographical location, specific instructional strategies that revealed high expectations of students alongside their curriculum interests played an equally significant role.

The research is underpinned by the following questions:

1. What are the school context and department level factors (such as middle leadership practices) that lead to high academic outcomes for Māori and Pacific identity students?
2. What is the relationship between high Māori and Pacific identity students’ academic achievement rates and school context factors?

This study utilsed mixed methods to answer the research questions, including quantitative statistcal analysis of student academic results, middle leadership practice questionnaires and student ‘voice’ perspectives gathered through interviews. A kaupapa Māori research approach provided a philosophical positioning that was strengths based and aligned well with Pacific principles (Smith, 2012). Members of the research team identify as Māori and Pacific and are experienced in adhering to ethical principles and practices including informed consent, protection of participants, anonymity and confidentiality. Phase one of this study involved a quantitative analysis of student academic results relating to university entrance attainment rates in 2023 for all secondary schools in New Zealand. This investigation was conducted to investigate which schools had Māori and Pacific students performing at or above the same academic rates of success as non – Māori and Pacific students in the school and compared to national norms. These academic results were then compared with other school factors such as school equity index, roll size, geographic location and the dominant language of instruction. This phase identified 100 secondary schools to participate in the study which is a quarter of the total secondary schools in New Zealand. The second phase involved approaching schools that had been identified as successful in supporting Māori and Pacific identity students to gain academic success. A confidential questionnaire was distributed to the middle leaders in these schools asking them to reflect on their culturally responsive practices and initiatives at their school and department level designed to support the academic achievement of this group of students. Phase three of the study involved interviews with Māori and Pacific students currently enrolled in these schools to understand how they experienced the practices and interventions designed to support their academic engagement and achievement.

This study goes some way to bridge the gap between investigating how middle leadership practices influence academic achievement, specifically for indigenous and Pacific students. By conducting in-depth statistical analysis investigating a range of school context factors within the school, the research offers a more comprehensive understanding of the impact of middle leadership on student success. The findings provide valuable insights incorporating student perspectives, and practical guidance for middle leaders seeking to enhance outcomes for marginalised and diverse students, thus presenting a significant opportunity to advance and expand current research in this critical area. This research supports the notion that effective curriculum middle leaders in secondary schools require ongoing professional learning in culturally responsive practice that promotes student higher order thinking skills and critical cognitive approaches (Davies et al., 2023) in order to put theory into action in ways that specifically support the success of Māori and Pacific students. There is a powerful body of opinion which rejects the relationship between poverty and educational achievement among diverse students and this research supports the argument that optimal learning environments can be created for culturally diverse students with the commitment of leaders and teachers regardless of socioeconomic constraints.

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