Exploring educational leadership in Southeast Nigeria

In his PhD, ‘Understanding Educational Leading Practices in Postcolonial Southeast Nigeria: A Case of Anambra State’, Kaosy Azuka is exploring educational leadership in schools in Nigeria.

Leadership practices in Nigeria rely heavily on western frameworks and perspectives that often don’t fit well with indigenous communities that have unique cultures, needs and goals. In his study, Kaosy will compare how educational leadership works in three community secondary schools in Southeast Nigeria, where the Igbo people live. Here, Kaosy talks about what inspired him to pursue this research topic and what he hopes to achieve with his findings.

Why did you choose this topic for your PhD research?

I have always been intrigued by leadership in school settings – how it inspires, empowers, mobilises in some cases; or destroys, maligns and stifles in other cases; and in the role it plays in school development, staff and student well-being and success. I was inspired by my principal when I was in secondary school. His leadership made me decide to pursue a career in education – my bachelor degree was in Educational Management and Policy. I had always dreamed of pursuing a PhD in the same field (Educational Leadership) abroad. Upon my admission and scholarship award at Deakin, I immediately started developing and refining my research project. As an Igbo person, I wanted to conduct a study that would contribute to knowledge in Nigeria and internationally.

What are you hoping to achieve for your community?

The study is impactful for both educational leadership scholarship and practice. By examining the leading practices of the Igbos and how they are enacted in school settings, I can propose more context-relevant educational leading practices that all educational stakeholders including policy makers, principals, teachers, students, parents and members of the Igbo society can draw upon to meet their particular educational needs and aspirations.

My study also makes a significant contribution to the educational leadership knowledge base as it presents a new perspective of educational leadership especially from a non-western context like Southeast Nigeria.

Why did you decide to do your PhD at Deakin?

It has always been a dream of mine to pursue my PhD at Deakin University as it has a reputation for offering high quality education. Additionally, the School of Education at Deakin University is one of the best in Australia with a vibrant academic community. The most notable scholars in the field of educational leadership work at Deakin including Professor Jill Blackmore, Dr Katrina MacDonald and Dr Ben Arnold. The availability of scholarship opportunities to international students was also a big motivator for me. On a lighter note, I found the webpage of Deakin University to be more welcoming and user friendly.

How has your experience with your supervisors been?

My supervisors, Associate Professor Liz Rouse and Dr Katrina Macdonald, have been supportive and intellectually engaging. Their rich expertise has made me challenge my thinking on educational leadership, writing and scholarship in general. I am beginning to recognise that aside from contributing to knowledge, research generally should serve a common good or cause, and impact society.

My supervisors have both been very supportive in my PhD journey so far. They are very responsive to my questions, and they are always willing to show me the right direction by recommending or even giving me books and literature. I have a whole library of books from Dr Macdonald. The challenge has always been to finish the ones I have been given before the next batch of books arrive! Dr Macdonald has been particularly helpful in shaping my critical perspective to research and writing – an area that I was seriously lacking in.

How have you managed juggling study, work and life?

It has not been easy juggling study, work and life. The PhD is particularly demanding and isolating, so I try to create time to do other things like participating is social tennis, meeting with friends and being active in professional and social spaces.

What has been a highlight of your PhD?

The highlight for me has been the opportunity to meet the network of Australian scholars in person. I have met Professor Stephen Kemmis and Professor Jane Wilkinson – both key authors of the theory of Practice Architectures. I remember coming across the theory during my masters degree in Finland. It felt special to see the faces behind the theory.

Passing my confirmation of candidature was also a key highlight of my PhD journey. Working with my supervisors to develop my research questions and prepare for the colloquium was not an easy nor straightforward task. So, it was great to see that the effort materialised.

I have also established new relationships and visited some beautiful places in Melbourne, including a once-in-a-lifetime opportunity to watch the Australian Open tennis tournament at Rod Laver Arena.

After you complete your PhD what are your next steps and challenges?

I have a whole list of things to explore post-PhD. I intend to share my findings with a wide audience by presenting at conferences, through journal publications, social media engagements and blog posts, newspapers and magazines.

I will also be exploring academic and non-academic careers in education both locally and Internationally – as a university teacher and researcher, in the public service as an administrator, policy advisor and consultant, and in schools as a teacher-mentor or school leader. I have an NGO which I intend to invest more time in, and I may take time out to pursue my interest in music production and touring with my band. The most challenging thing would be delving into the world of politics, because I feel I have a place there.

There is a lot to do, and I believe the training I am getting here at Deakin will set me up for life.

Kaosy Azuka