Principal Development: Self-directed Project Efficacy

Abstract

The inclusion of self-directed projects as an element within a New Zealand principal development programme was designed to reflect increasing support internationally for such a context-specific ‘inquiry’ approach. The results reported in this article suggest that considerable clarity is required for such projects if they are to realize the transformative potential that is touted. A mixed methods design employing electronic questionnaires, observation, interviews, focus groups and documentary analysis was used for the evaluation of the effectiveness of projects in the development programme. Data collected early in the programme indicated considerable concern about administration and clarity of expectations. Although the results revealed increasing appreciation of, and engagement with, the leadership projects through to the presentation phase near the end of the programme, this positivity subsided somewhat later with stakeholders providing a balanced view of recognition of worth of the projects alongside reiteration of concern over poor administration and clarity of expectations. The results suggest that the rationale, expectations, quality criteria, scope and presentation requirements must be explicitly and continuously outlined throughout projects. Further, in terms of the evaluation approach, it is suggested that future nationally funded evaluations of such programmes should be extended to include a longitudinal, deeper, impact study of such elements as projects on teaching and learning, and transformed practice of participants.