The crisis of educational leadership in Australia: diversity as an antidote

Australia is hypothesised as being the most ethnically diverse nation in the world (Ethnic Communities’ Council of Victoria, 2017) and often posited as a pioneer of multicultural integration (Multicultural NSW, 2016), and an egalitarian society that upholds the ethos of equal employment opportunities (Australia is not a Meritocracy, 2020). However, this equality is not evident in the teaching workforce, particularly, its leadership structure. Traditionally, educational leadership has been a stronghold of men, thus positioning women, especially women of colour, as ‘outsiders.’ This study examines the extent to which existing principles, policies, and practices of the NSW educational system enable or inhibit aspiring female educational leaders in their pursuit. Educational leaders refer to school principals and senior executive members. Although the research predominantly focused on aspiring female leaders, data was also drawn from leaders which served as a comparative lens. Participants were drawn from across NSW school sectors: Government, Catholic and Independent schools and data collection instruments were surveys and interviews. This research contributes to the nascent evidence that reveals inhibiting factors faced by women, particularly women of colour, in assuming leadership positions in both the Government, Catholic, and Independent school systems in NSW. Factors such as Diversity Utopia, Policy Ornamentation, Vapourised Violence, Boardroom Culturation and Un-SMART Feedback contributed to their leadership challenges. It reveals the extent to which gender and racial imbalance in NSW schools have unintended psychological effects on leadership aspirants and its consequences for the Department of Education (DoE). It also indicates that the resistance to racial diversity in school administration works to undermine students’ access to multicultural education. The study offers a nuanced analysis of the bureaucracy in educational leadership and contributes to a broader ongoing discussion around the tension between gender and race in relation to educational leadership, and foregrounds the need for a more streamlined and effective policies that serve the needs of all people regardless of their race, gender, and class.