Nā Niho E Paʻa ʻia ʻana: Setting The Foundation For Kanaka ʻōiwi Principalship In Hawaiʻi’s Educational Ecosystem

Abstract

This study examined the fundamental values, beliefs and principles that guided the work of Native Hawaiian principals (poʻokumu) in Hawaiian-focused charter schools. Through an ethnographic case study, the lived experiences of seven Kānaka poʻokumu/poʻokula (of 14 possible participants) were collected through surveys, individual and group interviews, transcribed, verified, and subjected to a rigorous multifaceted coding process. The study revealed significant findings about how modern Kānaka school leaders advanced the work of their schools. This study found that all seven valued the use of ʻIke, ʻŌlelo, and Nohona Hawaiʻi (Hawaiian knowledge, language, and way of life) integrated with academic content to teach their haumana. All seven also upheld the belief in haumana-centered learning, kaiāulu (community) collaboration and support, and transformational leadership. Five of seven recognized the importance of developing their kumu (teachers) for Hawaiian-culture based education, and four of seven agreed that the work they do in their schools is based on the concept of kuleana hana (sense of responsibility). The significance of the study findings has implications for promoting forms of Indigenous leadership and schooling.