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'Onemato - The Impact of the Fakakoukatea Leadership Programme With Participating Students, School and Community at Onehunga High School

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Thesis(4.61 MB)

Date

2026

Authors

Kanongata'a, Anahila Lose

Supervisor

Utumapu-McBride, Tafili

Item type

Thesis

Degree name

Master of Education

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Publisher

Auckland University of Technology

Abstract

Titled ʻOnemato, this thesis examines the impact of the Fakatoukatea Leadership Programme at Onehunga High School, exploring how leadership is experienced by participating Tongan secondary students, school leaders and kāinga in Aotearoa New Zealand. Guided by the Fakatoukatea Research Methodology, which integrates the four values of ʻOfa, Tauhi, Fatongia and Tukupā alongside eight practice principles, the study articulates how culturally aligned leadership supports student wellbeing, cultural identity, academic engagement and relational connection across home and school contexts. A qualitative Indigenous research design informed by Tongan epistemology and the knowledge traditions of Ngā Iwi o Moana nui a Kiwa was employed. Talatalanoa served as the primary method of data generation and was facilitated by a Research Assistant to support appropriate relational and ethical practice. Participants included two former students, one set of parents, the school’s Relationship Manager and the Principal. Data was analysed through an iterative, relational and values-led process consistent with the methodological framework. Findings demonstrate that leadership is experienced as relational, culturally centred and sustained over time. Participants described strengthened identity, belonging, confidence and purposeful direction. The eight practice principles illuminated interconnected expressions of leadership growth: Manatu, MataKāinga, Tokonaki, Lea, Mālie mo Māfana, Tuli ke ma‘u hono ngaahi mālie, FetuiakiMālie and Taumu‘a. This study concludes that culturally aligned leadership programmes enhance student wellbeing, identity and engagement while strengthening relational accountability between schools and Tongan communities. It contributes to Tongan scholarship, Indigenous research literature and leadership studies by offering an Indigenous, relational reframing of leadership anchored in cultural identity and intergenerational responsibility rather than positional authority.

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http://hdl.handle.net/10292/20998

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Masters Theses