Purpose New Zealand principals rely on mentorship offered by the Ministry of Education and on-the-job training as their preparation, leaving principals to seek innovative assistance in cultural responsivity to their indigenous cultures. The purpose of this study was to examine three schools in New Zealand, where school leaders have turned to the Maori community as school partners for guidance in culturally sustaining leadership. Design/methodology/approach A constructivist approach was utilized to give voice to those seeking to partner with indigenous leaders to respectfully embrace culturally sustaining schools. Semi-structured interviews and on-site observations served as the main data sources of the study. Findings Through the voices of the school leadership and their partners, the path to diversity through collaboration with the Maori community has widened. Partnerships with Maori elders and Maori community leaders provided professional development in the culture and language of the Maori people. Findings provide evidence that partnerships have increased knowledge and recognition for the Maori students and their culture in the school community. Respect for the non-dominant Maori culture has grown throughout the school community, including teachers, staff and families. Originality/value This study examines cultural responsiveness and culturally sustaining schools through the voice of those who implement these efforts. The scope of that effort is widened to include community leaders who hold the indigenous rituals, stories and history. Thus, the study adds value to the field of school partnerships by including a perspective not widely recognized but one that represents the core of the indigenous culture.
Angelle et al. (2026) studied this question.