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Part Two

OHS and Well Being

In adjusting to their new job in a remote area, the Principal and teachers are likely to face certain problems in common, despite the different circumstances. Work effectiveness depends on the way the Principal and teachers adapt to possible physical isolation, the local social scene and on the relationship that develops with the Aboriginal community.

Enjoying my work at Dawul RCS goes a long way towards my personal well-being. Enjoying my work at Dawul RCS goes a long way towards my personal well-being.

Preparing for the New Position

Newly appointed Principals to Aboriginal schools in remote areas must work through a number of personal dilemmas: some about the resolution of domestic issues and some about settling into living in a cross-cultural setting. The impact of living in such a scenario in a remote location is exacerbated when Principals have no experience in cross-cultural settings. They must adjust to living in a community where the social norms and practices are different to their experience and not attempt to impose their expectations and practices on the Aboriginal people.

Before actually going to the remote community, most Principals (and teachers) experience excitement mixed with some uncertainty. In order to avoid a sense of 'let-down' and for consideration of one's well-being, some of the following strategies and advice may be relevant.

  • Find out as much background information as possible about the area and community you will be living and working in.
  • Read and liaise with Principals working in or who have experienced the remote scenario, to develop a basic knowledge and understanding of Aboriginal culture.
  • Establish what facilities are available. If there is no TV, what will you (and your family) do during evenings/weekends? If you are a person who has played sport to keep fit and/or who enjoys lots of company, what will you do without sporting facilities to maintain fitness and/or when there are far fewer people to talk to? These are important considerations; if you in your role of Principal are using your time well, the whole experience will become more personally rewarding, as it is likely to for teachers, through your modelling.
  • How is the situation likely to affect other members of your family? Domestic concerns that may arise generally result from having to live away from traditional support structures such as family, church and friends, as well as the isolation from colleagues in other schools.
  • Sometimes the move can be more difficult for a Principal's spouse who is removed from their own community, but may not have the compensation of an interesting new network and working life. During the initial period of adjustment, other members of the family may need extra care and support.

Understanding Early Problems

While some Principals settle into their new abode and work with few problems, others may find the early months of their appointment perplexing and sometimes depressing. Depression may strike immediately or after a period of initial excitement and enthusiasm. Suddenly it is lonely and the role seems impossible to cope with. Local Aboriginal community members may be difficult to understand, the local white community may be few and far between and the climate abominable.

Other symptoms of stress may sometimes develop too – psychological ones like fear of things that are not normally bothersome ... and physical symptoms like weariness and having to constantly live in close quarters with other staff members. In extreme circumstances the 'culture shock' experience can severely hamper a person's working relationship.

While stress may well be an unavoidable part of the Principal's situation, it is likely that many problems of this early period will be passing ones. Most Principals settle down once their surroundings and specific roles are more familiar and they have come to accept whatever constraints there are on their remote community life.

Useful Considerations for the Principal in Dealing with their Staffs' and their Own Well-Being

An important feature of enjoying life in an Aboriginal community and school community lies in accepting the need to embark upon a different lifestyle, and to uphold appropriate and respectful ways to behave.

  • Before you travel to your school, note the advice provided by 'Dare to Lead' at www.daretolead.edu.au and ensure that you and your family have a health and dental check and any relevant immunisations: 'start healthy – stay healthy'!
  • In the community, join in social events that other teachers or members of the community may hold, such as sport.
  • Invite parents into the school to help with some activities (not just those that have a basis in Aboriginal culture).
  • Be mindful that schooling is just one aspect of the socialisation of the children, and that they are learning some powerful lessons at home and in topics that non-Aboriginal teachers cannot intrude into.
  • Some communities may be going through a period of social upheaval or transition, where people may be learning to direct their own community and to determine their own futures. The value of a formal education may not be seen by everyone. This means that some teachers may feel that their work is not appreciated, even that their work is futile.
  • Be "absolutely clear about the school's improvement processes and practices, articulate them clearly to (staff) and the whole school community..." (Bill Mann, Director, Schools: Kimberley).
  • "Understand and be able to effectively interpret and apply all the DoE policies, EBA, other agreements that apply to appointment to RTS schools, such as the vehicle use policy, travel to the coast, teacher relief, flexible school hours, etc" (Vicki Jack, District Director, Pilbara District Education Office).
  • Avoid assuming more responsibility than is consistent in partnership model with the community.
  • At times the functions of the Department of Education overlap. For example, in the case with school truancy the DoE, Department of Child Protection and Police Department all have some responsibility. Good inter-departmental co-operation can resolve many such problems. Get to know and liaise with the community support agencies as soon as possible.
  • Take time to relax and do not allow school work to become all-consuming. In other words, avoid "falling into the trap of trying to do too much and being confronted by burn-out and other wellness issues" (Ray Boyd, Principal).
  • Some other informative and supportive links: the Australian Principals Association's Professional Development Council (APAPDC) www.apapdc.edu.au ; the Australian Journal of Indigenous Education www.atsis.uq.edu.au/ajie/ and whatworks.edu.au and the WAPPA web site.

The Principal and teachers are highly valued members of the community who are appreciated first as people and then in a professional capacity. Settling into a community requires strategic action by the Principal to ensure that factors like isolation do not become overbearing. There are many unique social protocols that must be observed and it is best if the Principal starts as a listener and observer.

With the issues unique to living and working in a remote Aboriginal community, it is important for the Principal to balance work demands with the need to have leisure. This attitude and practice should be modelled and extended to include all school staff.

Flash video title -Key Principles
  • Newly appointed Principals must work through a number of issues (including personal) about settling into a cross-cultural setting.
  • Before going to the remote Aboriginal community, liaise with Principals working in or who have worked in these schools and communities to glean a basic knowledge and understanding of Aboriginal culture and expectations.
  • Work effectiveness depends on the way the Principal is accepting of the need to embark on a different lifestyle and to uphold appropriate and respectful ways to behave.
  • In the community join in social events that other staff and/or members of the community may hold.
  • Be absolutely clear about the school's improvement process and practices, and articulate them clearly to all staff and the school community.
  • Understand and be able to effectively interpret and apply all of the DoE's policies, with particular emphasis to those that directly affect the remote school scenario.
  • Avoid assuming more responsibility than is consistent with partnership model with the community.
  • With the issues unique to living and working in a remote Aboriginal community it is important for the Principal, for their own well-being, to balance work demands with the need to have leisure, thus avoiding school work becoming all-consuming.
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