Introduction
Mātauranga Māori is broadly described as Māori knowledge and worldview (Hikuroa, Reference Hikuroa2017). Haar and Martin (Reference Haar and Martin2022) define it as a ‘body of knowledge originating from Māori ancestors, including the Māori worldview and perspectives, Māori creativity and cultural practices’ (p. 1023). Mead (Reference Mead2022) notes that mātauranga Māori is a holistic concept encompassing the past, present, and future, and can provide organisations with a knowledge base that emphasises relational, ethical, and supportive practices. Further, Mead (Reference Mead2000) describes tikanga as correct procedures, customs, protocols, and Māori practices that represent packages of ideas which help organise behaviour, differentiate between right and wrong, and include built-in ethical rules that must be observed. Tikanga is practised and well established across different businesses and public organisations in Aotearoa/New Zealand, such as schools, hospitals, and courts (Gray & Smith, Reference Gray and Smith2026).
Most Aotearoa/New Zealand schools have embedded mātauranga Māori and tikanga in their approaches to teaching and learning and in their school charters (which include their mission, values, and strategic direction), thereby significantly shaping school cultures and practices (Berryman & Eley, Reference Berryman and Eley2017; Royal, Reference Royal2023). More specifically, the school charter (and therefore mātauranga Māori) is central in determining leadership practices, organisational decision-making, and workplace relationships more generally (New Zealand Ministry of Education, 2024). Despite this integration, we currently have a limited understanding of the role of mātauranga Māori in shaping the school workplace environment, including, for example, the school’s psychosocial safety climate (PSC).
PSC refers to organisational policies, practices, and procedures that protect employees’ psychological health and safety (H&S), which is largely shaped by senior management priorities (Dollard & Bakker, Reference Dollard and Bakker2010). As a dimension of organisational climate (McCallum, Haar & Myers, Reference McCallum, Haar and Myers2024), PSC signals the extent to which psychological well-being is valued and supported within the workplace (Afsharian et al., Reference Afsharian, Dollard, Miller, Puvimanasinghe, Esterman, De Anstiss and Ziaian2021). Research shows that PSC predicts employee psychological health and productivity outcomes through its influence on job design and working conditions (Loh, Zadow & Dollard, Reference Loh, Zadow, Dollard and Theorell2020; McLinton, Dollard & Tuckey, Reference McLinton, Dollard and Tuckey2018a), making it a valuable factor to explore. PSC is operationalised through four domains: (a) management priority for psychological health, (b) management commitment to stress prevention, (c) organisational communication that encourages employee voice, and (d) participation in H&S activities (Hall, Dollard & Coward, Reference Hall, Dollard and Coward2010).
When these elements are present, employees are more likely to experience reduced psychological harm and emotional exhaustion due to supportive organisational resources and proactive management action (Loh, Idris, Dollard & Isahak, Reference Loh, Idris, Dollard and Isahak2018; Zadow, Dollard, McLinton, Lawrence & Tuckey, Reference Zadow, Dollard, McLinton, Lawrence and Tuckey2017). Importantly, from a teacher well-being perspective, PSC has been shown to be negatively related to teacher emotional exhaustion (Afsharian et al., Reference Afsharian, Crispin, David, Potter, Zadow, Dollard, Biron and Gaitier2025; Yulita, Idris & Abdullah, Reference Yulita, Idris and Abdullah2022a) and positively related to teacher engagement (Afsharian et al., Reference Afsharian, Crispin, David, Potter, Zadow, Dollard, Biron and Gaitier2025; Viseu, Borralho, Afsharian & Domingues, Reference Viseu, Borralho, Afsharian and Domingues2025). More generally, we suggest that PSC is a useful lens for understanding the complex nature of teacher well-being, which often involves emotional labour, ethical tension, and uncertainty (Skilling, Hurd, Lips-wiersma & McGhee, Reference Skilling, Hurd, Lips-wiersma and McGhee2023).
Given the significant role that mātauranga Māori plays in Aotearoa/New Zealand schools through its integration into school charters, and the influence that charters have on school culture and practices (Royal, Reference Royal2023), mātauranga Māori also appears to shape PSC. Therefore, the present study explores how mātauranga Māori shapes employees’ perceptions and enactment of PSC. Specifically, it examines the role mātauranga Māori plays in shaping perceptions of PSC. This study is the first to examine the relationship between mātauranga Māori and PSC within an Aotearoa/New Zealand school setting, offering novel theoretical and practical insights into how Indigenous perspectives influence organisational climate and employee well-being.
Literature review
Mātauranga Māori within organisational settings
Given the limited research on mātauranga Māori in schools as workplaces, this review draws on studies examining its integration in other organisational settings. These studies show that Māori organisations are shaped by the ethical and spiritual dimensions of mātauranga Māori and tikanga Māori, which embed traditional knowledge, culture, and values into leadership and organisational practice (Henry & Poyser, Reference Henry and Poyser2022). The literature has positioned mātauranga Māori as a framework for ethical reflection and understanding the world (Mead, Reference Mead2016). There is also evidence that adopting mātauranga Māori encourages organisations to place greater emphasis on family and on extending networks within communities (Ruwhiu, Amoamo, Ruckstuhl, Kapa & Eketone, Reference Ruwhiu, Amoamo, Ruckstuhl, Kapa and Eketone2021). Relatedly, a comparative study of Māori and non-Māori organisations found that cultural capital was notably higher in Māori firms, primarily due to a greater focus on cultural factors, which may foster greater employee identification with the organisation (Haar et al., Reference Haar, Martin, Ruckstuhl, Ruwhiu, Daellenbach and Ghafoor2021). Furthermore, the study by Haar et al. (Reference Haar, Martin, Ruckstuhl, Ruwhiu, Daellenbach and Ghafoor2021) highlighted that Aotearoa/New Zealand organisations can focus on mātauranga Māori, even in non-Māori organisations.
Sharing and incorporating Indigenous knowledge and culture across different organisational systems can benefit how organisations operate and how relational values guide staff behaviours (Saunders, Dalziel, Reid & McCallum, Reference Saunders, Dalziel, Reid and McCallum2024; Spiller, Erakovic, Henare & Pio, Reference Spiller, Erakovic, Henare and Pio2011; Walker et al., Reference Walker, Staniland, Haar, Turner, Ryburn and Meachen2026). These findings may explain how the perceived inclusion of Māori culture in the workplace is significantly linked with Māori employees’ perceptions of organisational support (Brougham & Haar, Reference Brougham and Haar2013a). Mātauranga Māori is closely connected to tikanga, reflecting correct Māori practice and protocols (Haar & Martin, Reference Haar and Martin2022), and thus organisations implement concepts and practices influenced by cultural values that differ significantly from the Western-centric perspective that focuses predominantly on organisational growth and performance (Mrabure, Ruwhiu & Gray, Reference Mrabure, Ruwhiu and Gray2021). Ruwhiu et al. (Reference Ruwhiu, Amoamo, Ruckstuhl, Kapa and Eketone2021) found that the degree to which owners perceived themselves as Māori business owners and the extent to which organisational strategies were culturally nuanced through the incorporation of tikanga were critical success factors that could either support or hinder organisational aspirations. In turn, this approach may shape how managers and employees behave, make decisions, and perceive themselves and others in the workplace. More recent work has shown that Indigenous employees’ well-being at work is significantly shaped by cultural safety, relationships, recognition, and organisational context (Walker et al., Reference Walker, Staniland, Haar, Turner, Ryburn and Meachen2026), underscoring the need to examine PSC through a mātauranga Māori lens.
By integrating tikanga Māori into leadership decision-making and organisational processes, it facilitates a holistic approach that not only focuses on employee skill and knowledge development but also on their well-being and spiritual growth, as leaders are guided by and deeply rooted in social and cultural tikanga such as whanaungatanga (belonging, relationship building), manākitanga (care, hospitality, and respect) (Harris, Macfarlane, Macfarlane & Jolly, Reference Harris, Macfarlane, Macfarlane and Jolly2016; Kawharu, Tapsell & Tane, Reference Kawharu, Tapsell and Tane2024; Schulze, Reid, Dixon, McIndoe & Wiradika, Reference Schulze, Reid, Dixon, McIndoe and Wiradika2023), and awhinatanga (guiding and supporting others) (Robertson, Reference Robertson2018). Similarly, Haar, Roche and Brougham (Reference Haar, Roche and Brougham2019) found that Māori leaders’ values facilitate positive leadership perceptions, contributing to well-being and ethical leadership. Research shows that such values enhance the workplace experiences of Māori employees, with benefits that also extend to non-Māori employees (Haar et al., Reference Haar, Roche and Brougham2019; Haar, Spiller, Mika, Rout & Reid, Reference Haar, Spiller, Mika, Rout and Reid2025). Hence, we understand that mātauranga Māori applies in many Māori and non-Māori organisations in Aotearoa/New Zealand, and that potential benefits appear to extend to all ethnicities, not just Māori.
Māori organisations are collective in nature and should be understood within the socio-cultural context within which they operate (Henry, Reference Henry2017). For instance, they are likely to feel personally responsible for the group’s outcome and to be focused on working towards sharing group rewards (Brougham & Haar, Reference Brougham and Haar2013b). Similarly, Mika and O’Sullivan (Reference Mika and O’Sullivan2014) argued that Māori organisations are best characterised by their identity, customs, and ownership structures, ensuring that their activities not only benefit the organisation’s members but also external stakeholders, highlighting the collective responsibility to local and regional communities. Further, they encompass an intergenerational focus, as well as social and cultural preservation and environmental sustainability (Henry & Poyser, Reference Henry and Poyser2022).
Although Māori organisations aim to generate profit, it is rarely the primary commercial goal (Mika & O’Sullivan, Reference Mika and O’Sullivan2014; Walker et al., Reference Walker, Staniland, Haar, Turner, Ryburn and Meachen2026). Often, the cultural integrity of an organisation can be more important than its growth, provided it does not compromise Māori tikanga, identity, and well-being (Wood & Mika, Reference Wood and Mika2018). While conflict between traditional values and business efficiency can arise, integrating Māori values into contemporary business practices is a key factor in successful Māori entrepreneurship (Ruwhiu et al., Reference Ruwhiu, Amoamo, Ruckstuhl, Kapa and Eketone2021). Together, these characteristics demonstrate how Māori values shape organisational priorities and practices, suggesting that mātauranga Māori may also influence organisational climates, including PSC.
Psychosocial Safety Climate
Studies have shown that PSC predicts employees’ psychological health, with empirical evidence linking PSC to reduced psychological distress, emotional exhaustion, bullying, and workplace injuries, as well as enhanced work engagement, job satisfaction, commitment, and self-efficacy (Dollard et al., Reference Dollard, Loh, Becher, Neser, Richter, Zadow, Afsharian and Potter2024; Zadow, Dollard, Parker & Storey, Reference Zadow, Dollard, Parker, Storey, Dollard, Dormann and Idris2019). These findings underline PSC’s role as a comprehensive organisational resource which shapes job design, enabling the identification and reduction of excessive demands and psychosocial factors through effective policies, practices and procedures before they manifest (Dollard, Winwood & Tuckey, Reference Dollard, Winwood, Tuckey, Dollard, Dormann and Idris2019). Therefore, a positive PSC setting signals organisational commitment to employees' psychological health, enabling resource allocation and empowering employees to feel supported in voicing concerns about potential workplace threats (Inoue, Eguchi, Kachi & Tsutsumi, Reference Inoue, Eguchi, Kachi and Tsutsumi2025; Yulita, Idris & Dollard, Reference Yulita, Idris and Dollard2022b).
PSC is conceptually connected to the Jobs Demands-Resources (JD-R) theory and has been recognised as a precursor to the JD-R framework. This is because quantitative literature has found that PSC influences organisational conditions that determine job demands and resources (Dollard & Bakker, Reference Dollard and Bakker2010; Idris, Dollard & Winefield, Reference Idris, Dollard and Winefield2011). Low PSC settings reflect an organisational climate in which psychological health is not prioritised, leading to poorly managed job demands and inadequate support systems for employees (Dollard & Bakker, Reference Dollard and Bakker2010). Conversely, a positive PSC setting has been shown not only to predict job demands and resources but also to moderate their interaction, which buffers and offsets the harmful effects of job demands by providing employees with adequate resources (Loh et al., Reference Loh, Idris, Dollard and Isahak2018; Taylor, Dollard, Clark, Dormann & Bakker, Reference Taylor, Dollard, Clark, Dormann, Bakker, Dollard, Dormann and Idris2019). Therefore, employees working in a positive PSC setting are more likely to experience more manageable job demands, which, in turn, support and enhance their psychological health and well-being (McCusker & Dollard, Reference McCusker, Dollard, Dollard, Dormann and Idris2019).
As noted earlier, PSC shapes organisational policies, practices and procedures that aim to prevent psychosocial hazards rather than only responding to them. In such settings, managers communicate their genuine concern for employees’ psychological health by implementing positive workplace behaviours, such as reporting safety incidents and ensuring that resources are not threatened (McLinton, Jamieson, Tuckey, Dollard & Owen, Reference McLinton, Jamieson, Tuckey, Dollard and Owen2023). Nguyen, Teo, Grover and Nguyen (Reference Nguyen, Teo, Grover and Nguyen2017) suggested that organisations require management to establish an effective and cohesive system of policies, practices, and procedures to promote positive PSC and prevent excessive job demands. PSC-related policies and practices can empower staff by offering decision-making autonomy within their roles, ensuring clear communication channels, and supporting a culture of respect and inclusion (Amoadu, Agyare, Doe & Abraham, Reference Amoadu, Agyare, Doe and Abraham2025). Loh, Dollard, McLinton and Tuckey (Reference Loh, Dollard, McLinton and Tuckey2021) highlighted that organisations and their leaders who regularly review and improve their formalised policies and procedures in relation to employee H&S are more likely to contribute to higher perceptions of PSC.
Methodology and study context
To answer the research question around what role mātauranga Māori plays in shaping perceptions of PSC, the present study reports on a comprehensive explanatory case study conducted at the participating Aotearoa/New Zealand secondary school. Data were collected over a 6-month period, which included the analysis of 19 documents, 26 interviews, 6 full days of participant observation as an unpaid reliever (the first author is a registered teacher), and three focus groups (one for school leaders and two for staff). The data collection process was primarily sequential, whereby one data source informed the next. While the document analysis ran in parallel (non-sequentially), the sequential approach involving interviews, participant observation, and focus groups enabled the identification of knowledge gaps and the theoretical saturation of the area under investigation (Kamberelis & Dimitriadis, Reference Kamberelis and Dimitriadis2013).
The participating secondary school had approximately 75 staff members and 1,000 students. The principal led the senior leadership team, which comprised eight line managers overseeing four teams of around 12 teachers and one support staff. Each teaching team is led by two co-leaders, who are responsible for implementing the school’s charter and vision to achieve positive academic, pastoral, and cultural outcomes for students. Although the co-leaders were line managers for teachers, staff referred to them as mentors and senior leaders, as they were integral members of the school’s senior leadership team. Collectively, each team (leaders and staff), also known as a professional learning community, generally worked collaboratively within a designated area of the school. The university’s Human Ethics Committee reviewed and approved the study (ref: NOR 22/79).
The study’s sample frame included participants across a range of leadership and non-leadership roles (teachers and support staff) and teams at the school to capture diverse perspectives. Purposive sampling was used to recruit a range of participants for the semi-structured interviews, ensuring the inclusion of individuals from different teams and roles within the school. Prospective participants were informed via email about the purpose and objectives of the research, as well as the potential risks of participation. Written consent was obtained from all interview and focus group participants. Students were not involved in any aspect of the data collection process.
Organisational document analysis provided an overview of key school policies, practices, and procedures relating to mātauranga Māori and PSC. The documents highlighted the prominence of mātauranga Māori within the school’s charter, policies and procedures, and leadership framework, prompting further exploration during participant observation and focus groups. Semi-structured interviews were used to examine leadership practices in relation to PSC, as they enable in-depth exploration in case study research (Hancock & Algozzine, Reference Hancock and Algozzine2017). Interview findings, particularly regarding the role of the principal and line managers in enacting PSC, informed areas for deeper investigation during participant observation. Participant observation reinforced and clarified the influence of mātauranga Māori on leadership practices, PSC, and teacher well-being. This method also allowed verification of earlier findings through direct observation of staff interactions and leadership processes (Billups, Reference Billups2021). Insights from participant observation informed the focus group schedule and discussions, which explored participants’ perceptions of mātauranga Māori and PSC in greater depth. Focus groups included interview participants, enabling informed discussion and capturing shared perspectives through group interaction (Carey & Asbury, Reference Carey and Asbury2012).
Inductive thematic analysis (Braun & Clarke, Reference Braun and Clarke2022) was employed to develop relevant codes and to identify the primary theme and subthemes of this study. Thematic analysis is effective at capturing the complexities of meaning in textual data (e.g., document analysis) and participant observation data (Terry & Hayfield, Reference Terry and Hayfield2021). Data from each source were analysed individually, and separate codes were created and stored in NVivo. Once the process of adjusting code labels was exhausted, theme development commenced (Braun & Clarke, Reference Braun and Clarke2022), with patterns across data types indicating connections that led to the creation of themes and subthemes. This process enabled the researchers to reflect on the data and analyses. Furthermore, collecting data from multiple sources ensured triangulation and greater trustworthiness of our analysis and conclusions.
Findings
Various acronyms are used: OD refers to Organisational Document and its assigned number, while TFGP relates to Teacher Focus Group Participant and their assignment number. SLFGP relates to the Senior Leadership Focus Group Participant and their assigned number.
Mātauranga Māori
Mātauranga Māori and PSC share a commonality in reciprocation (utu in Māori; Kawharu, Tapsell, and Tane, Reference Kawharu, Tapsell and Tane2024) and in mutually reinforcing relationships (Haar & Martin, Reference Haar and Martin2022). In Māori culture, utu or reciprocity is commonly practised. Hence, an organisation’s positive PSC setting can enable the enactment of various tikanga. In turn, tikanga reciprocates this organisational goodwill (positive PSC setting) through utu by enacting the principles and domains of the PSC framework. This relationship acknowledges the pivotal role of PSC as an organisational climate mechanism that supports the meaningful embedding of mātauranga Māori within the school’s values, charter, and leadership framework (OD1, OD2, and OD3), leading to the successful enactment of relevant policies, practices, and procedures that support teacher psychological health and well-being. The reciprocal situation is that mātauranga Māori and individual tikanga (cultural values) support and promote PSC principles at the school. Data from document analysis, participant observation and focus groups revealed that mātauranga Māori may offer a complementary and supportive Indigenous framework for understanding how it not only promotes PSC but also facilitates its implementation in a school setting. Across the three focus groups, participants broadly agreed that mātauranga Māori contributes positively to PSC. When the four domains of the PSC framework were shared with the focus groups, teacher participants made the following comments in relation to mātauranga Māori.
TFGP6: ‘Management priority for teacher psychological health – yeah, a big part of mātauranga Māori. That groundedness and well-being are very important [in mātauranga Māori].’
TFGP5: ‘But it’s also that commitment to supporting our [teachers] issues.’
TFGP7: ‘It’s ongoing.’
Follow-up question: So, it’s [mātauranga Māori] not just about the students?
Group in unison respond: ‘No, no, no, no.’
TFGP8: ‘In fact, we talked yesterday [in a meeting] about it having to start amongst us [school leaders and teachers] first. Because if we can’t do it together, [practise mātauranga Māori] how can it trickle down [to students]?’
Three inductive subthemes emerged from the mātauranga Māori primary theme. Each subtheme reflects a tikanga that the school has adopted and appears to impact positively on shaping PSC. This research identified (a) awhinatanga (guidance, assistance, and showing kindness), (b) manākitanga (generosity and being supportive), and (c) whanaungatanga (relationships) as key tikanga that are relevant to PSC. In addition, these tikanga are deeply embedded in the school’s charter and leadership framework, which, in turn, inform policies, practices, and procedures related to teacher psychological H&S.
Subthemes
Awhinatanga
The documentation analysis of the school charter and leadership framework identified awhinatanga as a key tikanga that shapes the school’s values, policies, practices, and procedures. The school’s website, charter, and leadership framework outline awhinatanga as leaders respecting and guiding their staff, including showing kindness, leading with empathy, and appreciating other people’s points of view (OD1, OD2, and OD3). The documents reflect what participants highlighted in the focus groups: that awhinatanga fosters mutual respect between teachers and leaders, and that teachers’ voices are heard, particularly in team settings. These regular conversations between teachers and leaders may lead to the sharing of ideas, collective decision-making, and the initiation of change. Therefore, the degree of respect between leaders and teachers may favourably impact how organisational communication and H&S participation are practised and enabled, as leaders actively seek and prioritise teachers’ involvement. As TFGP4 pointed out: ‘It’s reciprocal. So, it gives everyone an opportunity to speak, an opportunity to be heard and valued. And I think … that is what’s reciprocal’.
School leaders are guided and supported by awhinatanga and mātauranga Māori more broadly, through the school’s leadership models and frameworks, and to understand how to integrate tikanga into specific policies, practices, and procedures related to teacher psychological H&S. The leadership framework and models are available in the school’s staffroom and are also visible across the four teams as illustrative posters (OD4). In addition, the ‘professional growth cycle model’, which is one of the school’s professional development frameworks, explicitly outlines how awhinatanga mentors and guides staff, through statements such as ‘leaders genuinely caring for others’ (OD5). The model also emphasises the importance of promoting an inclusive and collaborative environment, which, as the quote below suggests, may help school leaders prioritise teachers’ psychological H&S through informed, proactive decision-making.
I’m putting mātauranga Māori at the forefront, and it is on par with the curriculum. If you look at that model that we’ve created about our [tikanga] values … we’ve made that a strategic move to have it [mātauranga Māori] front and centre. Then that means that if we are going back to psychosocial safety and looking after staff, we use that as a reference. (SLFGP3)
Manākitanga
Multiple participants emphasised that manākitanga encourages leaders to take a genuine interest in staff well-being and to foster a safe, caring work environment. Manākitanga is also about showing kindness by respecting one another. TFGP7 also emphasised that school leaders must consistently demonstrate these behaviours. ‘It’s almost like a set of expectations, really – about the way that we treat each other and interact. And it’s from the top down.’ The manākitanga subtheme underscores how possessing interpersonal skills enables school leaders to implement PSC principles. Manākitanga is also distinct in that it clearly informs school leaders that the responsibility for developing and practising relevant interpersonal skills that cultivate staff care and kindness begins with leadership.
Findings also suggested that manākitanga can encourage leaders to exhibit greater kindness and care towards teachers. It is embedded in the school charter, so that leaders adopt and incorporate this tikanga into policies, practices and procedures that build PSC. For instance, statements relating to leader responsibilities and skills, such as ‘development of self-awareness’ and ‘builds capacity and self-efficacy’, are included in the manākitanga section of the school charter (OD2). Additionally, participants explained how manākitanga may increase leaders’ awareness of teachers who are struggling with their work and provide appropriate interventions, reinforcing key PSC domains such as management commitment and support, and management priority. An example of a school leader implementing manākitanga and recognising when and how kindness and care should and can be offered to teachers is given by SLFGP2:
So, our biggest goal for this year is to embed mātauranga Māori. So, what does that look like? Showing care, knowing somebody’s having a rough time. We have spare leave for ‘Joe’, who’s a teacher under the pump – that’s manākitanga – that’s showing kindness.
The inclusion of tikanga in the school’s charter and leadership framework not only shapes the school’s values but also provides leaders with greater clarity and confidence to implement policies, practices, and procedures that support teachers’ psychological H&S. One such practice is manākitanga and caring for the teachers. As the school charter is the key governing document, the embedded tikanga may offer leaders a stronger mandate to actively practise manākitanga in their regular practice, knowing that such actions are formally endorsed. Practising manākitanga could involve school leaders actively promoting and gauging teachers’ psychological H&S during leadership team meetings, particularly when making decisions about teachers’ job design and workload.
Whanaungatanga
Participants emphasised that whanaungatanga is essential for strengthening relationships between school leaders and teachers. Findings indicate that these relationships and connections are important, particularly in team settings, where teachers and leaders work closely together for extended periods. When whanaungatanga is reflected in school policies, practices and procedures, leaders are reminded and prompted to prioritise strong relationships with staff. As one participant in the focus group said: ‘The first thing that comes to mind is relationship building…and it’s not just them [school leaders] telling us to do that [with students] – they [leaders] actually do that with us’ (TGFP8). This quote emphasises that when leaders apply whanaungatanga principles in their own practice, they are more likely to prioritise building meaningful and caring relationships with their staff rather than simply expecting teachers to practise it only with their students.
A similar conversation was held at the school leaders’ focus group. A participant stressed that integrating whanaungatanga into their practice guides and strengthens their effort to build meaningful relationships with teachers. Hence, whanaungatanga may benefit school leaders who do not usually prioritise leader-employee relationships and connections, as it provides them with a greater purpose and direction for prioritising relationships. One leader highlighted how whanaungatanga emphasised the importance of relationships and guided how, in turn, they practice their leadership, with SLFGP2 stating:
One of the key tenets of mātauranga Māori is whanaungatanga – relationships… For my own professional growth, because I’m very task-driven, looking at the Māori immersion model of leadership and by consciously making that effort to make relationships – it’s so much easier to do so.
By implementing whanaungatanga principles, leaders signal that interpersonal relationships are just as valued as professional ones. Thus, whanaungatanga may have favourable implications for teacher–leader interactions, as strong relationships with leaders may make teachers feel more comfortable raising issues that could be impacting their psychological H&S.
Discussion
Overall, the present study sought to understand the role mātauranga Māori played in shaping perceptions and the enactment of PSC in a school workplace setting, and this was supported in three key ways. Firstly, mātauranga Māori provides a distinct, relational, values-based framework that informs policy and practice and supports decision-making (Henry & Wolfgramm, Reference Henry and Wolfgramm2018; Spelman & Dieriks, Reference Spelman and Dieriks2025), making it complementary to the PSC framework. Secondly, mātauranga Māori is centred on reciprocity, collectivity, mutual understanding, and leading by serving people (Haar, Reference Haar2025; Haitana, Pitama, Cormack, Clarke & Lacey, Reference Haitana, Pitama, Cormack, Clarke and Lacey2020; Reweti, Reference Reweti2023), thereby facilitating the implementation of PSC. Thirdly, mātauranga Māori is embedded within core values and leadership frameworks across Aotearoa/New Zealand schools (Royal, Reference Royal2023), encouraging and enabling school leaders to integrate these values directly into their practices and procedures. Overall, this suggests mātauranga Māori provides a supportive framework for building PSC, as tikanga can inform practices and procedures that, in turn, guide leaders in supporting teacher psychological H&S.
By embedding awhinatanga, manākitanga, and whanaungatanga in the school’s charter and leadership framework, leaders are given a mandate to take an active and visible role in promoting these tikanga across their respective teams. This aligns with the literature, which suggests that leaders who have agency over interventions are more likely to implement them effectively (Biron, Gatrell & Cooper, Reference Biron, Gatrell and Cooper2010). Participants in the present research noted that awhinatanga and manākitanga provide school leaders with greater agency to create a work environment that fosters teachers’ voices and makes them feel valued. Just as organisational communication and participation in H&S enable employees to express their views and make suggestions, allowing them to actively participate in matters relating to employees’ psychological H&S (McLinton et al., Reference McLinton, Dollard and Tuckey2018a; Zadow et al., Reference Zadow, Dollard, McLinton, Lawrence and Tuckey2017), awhinatanga and manākitanga encourage leaders to actively seek teachers’ views and concerns during weekly meetings, mentoring sessions, and daily interactions.
Integrating tikanga Māori into school leadership frameworks is also instrumental in fostering leaders’ awareness of teacher psychological H&S. Consistent with this, PSC literature emphasises the importance of developing awareness of employees’ psychological H&S, as neglect in this area can undermine PSC by signalling an inadequate prioritisation of psychological well-being (Loh et al., Reference Loh, Dollard, McLinton and Tuckey2021, Reference Loh, Idris, Dollard and Isahak2018). Consequently, awhinatanga and manākitanga can reinforce this awareness by guiding leaders to act with a moral purpose and uphold employee health-centred practices.
Participants also highlighted that manākitanga can positively influence leaders’ willingness to provide appropriate support, particularly when teachers experience heightened stress and workload. Given that leaders often have discretionary authority over how policies, practices, and procedures are implemented (Dormann, Dollard & Idris, Reference Dormann, Dollard, Idris, Dollard, Dormann and Idris2019), tikanga Māori offers a practical framework that guides the appropriate use of this discretion within and across the school’s multiple teams. PSC literature also highlights that leaders require sufficient political and organisational will to successfully implement effective interventions (Dollard & Bakker, Reference Dollard and Bakker2010). Incorporating relevant tikanga into the school’s leadership framework and regular practices and procedures provide an additional mechanism for developing and sustaining political will to protect and promote teachers’ psychological H&S.
Findings relating to awhinatanga and manākitanga indicate alignment with the management commitment and support domain of PSC. This domain emphasises proactive and timely responses to concerns about employees’ H&S, which help mitigate psychosocial hazards (Afsharian, Dollard, Ziaian, Dormann & Karimzadeh, Reference Afsharian, Dollard, Ziaian, Dormann, Karimzadeh, Dollard, Dormann and Idris2019; Loh, Dollard, McLinton & Brough, Reference Loh, Dollard, McLinton and Brough2024). Similarly, the awhinatanga and manākitanga values encourage school leaders to regularly evaluate teachers’ working conditions and empower them to implement practices that safeguard their well-being. This may include regular check-ins with teachers to identify and address potential threats before they lead to greater harm, aligning with the theoretical principles of PSC.
Participants appreciated that whanaungatanga fosters meaningful relationships between leaders and teachers, particularly within team settings. This aligns with the literature, which suggests that whanaungatanga is a fundamental value and social process that develops a sense of trust amongst staff (Komene et al., Reference Komene, Pene, Gerard, Parr, Aspinall and Wilson2024). Importantly, its implementation enables leaders to build relational rather than transactional connections, as poor interpersonal relationships can contribute to psychosocial hazards that harm employee H&S (Leka & Jain, Reference Leka, Jain, Shimazu, Nordin, Dollard and Oakman2016; Tripney, Kombeiz & Dollard, Reference Tripney, Kombeiz and Dollard2024). Because mātauranga Māori emphasises balancing social and commercial imperatives (Mika, Dell, Newth & Houkamau, Reference Mika, Dell, Newth and Houkamau2022), it encourages leaders to prioritise strong relationships with their employees. Overall, these findings align with other studies of workplaces and employee experiences in Aotearoa/New Zealand, in which Māori cultural values can shape our understanding of how organisations operate and how employees, both Māori and non-Māori, experience them (see Haar & Martin, Reference Haar and Martin2022; Haar et al., Reference Haar, Martin, Ruckstuhl, Ruwhiu, Daellenbach and Ghafoor2021, Reference Haar, Roche and Brougham2019; Mika & O’Sullivan, Reference Mika and O’Sullivan2014).
Beyond the direct alignment with PSC, mātauranga Māori also had other practical influences. Some leaders recognised that establishing relationships was not their strength, and whanaungatanga, as a source of social capital and resilience (Le Grice, Braun & Wetherell, Reference Le Grice, Braun and Wetherell2017), can support these leaders in developing their relationship-building capabilities with favourable implications for PSC implementation. Leadership that promotes whanaungatanga not only facilitates staff involvement in organisational procedures and decision-making but also encourgages positive employer–employee relationships (Harris et al., Reference Harris, Macfarlane, Macfarlane and Jolly2016; Pene, Gott, Clark & Slark, Reference Pene, Gott, Clark and Slark2025). For this reason, some school leaders appreciated how whanaungatanga helps them develop and prioritise meaningful relationships with staff, while simultaneously supporting a positive PSC setting.
Whanaungatanga shapes personal bonds and relationships, creating a workplace context where people feel connected and know they belong (Haar & Martin, Reference Haar and Martin2022; Wilson, Moloney, Parr, Aspinall & Slark, Reference Wilson, Moloney, Parr, Aspinall and Slark2021). Such settings may lead to positive outcomes for leader capability in developing and sustaining relationships with teachers, particularly within a direct-report team environment. These findings may support the literature suggesting that, more generally, the principles of mātauranga Māori offer a holistic approach to human development and support that is more robust than the reductionist approach adopted by many traditional Western organisations (Hook, Waaka & Raumati, Reference Hook, Waaka and Raumati2007; Wilson et al., Reference Wilson, Moloney, Parr, Aspinall and Slark2021). As such, genuine relationships with staff are likely to facilitate organisational participation, as whanaungatanga promotes collaboration, shared decision-making, and connection-building (New Zealand Ministry of Education, 2022).
Contributions to theory and practice
The present study extends PSC theory beyond Western epistemologies, as mātauranga Māori is a relational, value-based framework that was found to complement PSC values in an Aotearoa/New Zealand secondary school setting. By integrating tikanga into the school’s charter and leadership framework, mātauranga Māori offers an Indigenous Māori worldview on teacher psychological health and well-being in the workplace. Therefore, mātauranga Māori establishes a powerful and ethical mandate for leaders to make meaningful, collaborative improvements to support teachers and address psychosocial hazards commonly associated with the role. This contribution advances the PSC literature by demonstrating that an Indigenous perspective provides novel insights and cultural value into PSC development in an Aotearoa/New Zealand school context, and by reinforcing the importance of culturally responsive approaches to teachers’ psychological health and well-being. As a complementary framework, mātauranga Māori may strengthen PSC by embedding Māori values that can promote relational trust, collective responsibility, and holistic well-being within a school workplace. The findings demonstrate a potential reciprocal and mutually reinforcing relationship between mātauranga Māori and PSC, contributing to Loh et al.’s (Reference Loh, Dollard, McLinton and Tuckey2021) call for greater exploration of potential drivers of PSC.
Findings from this research also demonstrate that mātauranga Māori makes a valuable contribution to leadership development in Aotearoa New Zealand schools. Prior studies have shown that integrating Indigenous Māori knowledge into organisational frameworks can inform and shape culturally grounded approaches to policy development, processes, decision-making, and monitoring procedures (Hudson et al., Reference Hudson, Whaanga, Waiti, Maxwell, Davis, Arahanga, Proctor, Sword, Ullrich and Taitoko2020; Jones, Hikuroa, Gregory, Ihaka-mcleod & Moko-mead, Reference Jones, Hikuroa, Gregory, Ihaka-mcleod and Moko-mead2020). Similarly, within the participating school, mātauranga Māori strengthens leadership capability via (a) fostering relational skills such as empathy, appreciation for staff, and genuine connection, and (b) by guiding the development of Indigenous-led policies and practices that prioritise psychological H&S. As a complementary, relational-values focused framework, mātauranga Māori enables meaningful strategies for building PSC. For instance, line managers may begin and end meetings with karakia (Māori blessing) to promote collective unity (Spiller, Hoturoa & John, Reference Spiller, Hoturoa and John2015) or adapt meetings and teacher mentoring sessions to support teachers’ psychological and emotional needs.
Future research
Understanding how mātauranga Māori supports and facilitates PSC is critical because it reveals how specific components of an Indigenous culture shape organisational safety climates, including PSC. These findings emphasise the need to recognise the unique intricacies and rich nuances of Indigenous values in their positive contribution to PSC, particularly in local settings where they are implemented. Future research within Aotearoa/New Zealand includes comparing Māori and non-Māori employee perceptions (see Haar & Brougham, Reference Haar and Brougham2016), as well as in other Western nations with notable Indigenous populations, including Australia, Canada, and the United States. Future research could also examine how the relationship between mātauranga Māori and PSC varies across different organisational contexts, including within the school system (e.g., primary versus secondary schools), and in other non-educational settings. In addition, longitudinal research designs may provide deeper insight into how the integration of mātauranga Māori influences PSC over time and whether these effects are sustained.
Future research could also explore the notion of mātauranga Māori and PSC in relation to aronga takirua, the culture double-shift. Haar and Martin (Reference Haar and Martin2022, p. 1020) found that Indigenous academics could become involved in double labour, stating:
Māori scientists operate with the burden of two workloads. Importantly, to perform well as both a scientist and a Māori means that Māori scientists are likely to feel they wear multiple hats (work numerous roles) and conduct this work across two potentially full-time domains (work and cultural).
While this was not the focus of the present study, future researchers might explore whether Māori teachers and/or Te Reo (Māori language) teachers specifically feel an additional burden or responsibility in applying mātauranga Māori in their workplaces. Indeed, Haar and Walker (Reference Haar and Walker2025) found that aronga takirua occurred across most occupations and at high levels, with around 58% of Māori respondents reporting levels above the midpoint. Thus, exploring aronga takirua and the role of mātauranga Māori in schools would be a useful direction for future research.
Limitations
Although case studies provide rich, contextual insights (Yin, Reference Yin2009), statistical generalisability is not their aim. However, by providing a rich contextual description, we enable readers to assess the applicability of the findings to comparable educational contexts (Lincoln & Guba, Reference Lincoln and Guba1985) with embedded Indigenous worldviews and knowledge. The likelihood of transferability of this study’s findings to other Aotearoa/New Zealand education contexts is considerable as most primary and secondary public and integrated (special character) schools have mātauranga Māori and tikanga embedded into their ‘mission’ and stated values (New Zealand Ministry of Education, 2024; Royal, Reference Royal2023). More generally, schools and teachers across diverse educational systems face similar challenges and pressures (Creagh, Thompson, Mockler, Stacey & Hogan, Reference Creagh, Thompson, Mockler, Stacey and Hogan2025; Moens, Vanblaere, Devos & Tuytens, Reference Moens, Vanblaere, Devos and Tuytens2026) to those in Aotearoa/New Zealand, suggesting that, by incorporating Indigenous worldviews and knowledge, their reciprocal relationship with PSC is likely to be similar to what has been described in this study.
One potential criticism of a case study such as this is that it does not account for individual differences, such as cultural identity or prior experience with mātauranga Māori, which may influence how PSC is perceived and enacted. Nevertheless, this study offers a unique perspective on how specific elements of Māori culture may shape PSC in school settings. Although multiple PSC studies have been conducted in various cultural and national settings, PSC remains an organisational climate construct primarily developed for Western settings and, to the best of our knowledge, overlooks Indigenous perspectives. This omission is significant, as organisations are embedded within national contexts and cultures that shape safety strategies and human behaviour, and because the social or relational aspects of jobs are more prominent in certain cultures (Erez, Reference Erez2010).
Recognising that cultural contexts shape how individuals experience work (Oldham & Hackman, Reference Oldham and Hackman2010), this study examines how mātauranga Māori influences PSC within the bicultural context of Aotearoa/New Zealand. Prior research suggests national culture forms part of the broader organisational context and may act as a precursor to PSC (McLinton et al., Reference McLinton, Loh, Dollard, Tuckey, Idris and Morton2018b), and that Western management frameworks may not fully capture local or minority experiences (Heffernan, Botha, Webb & Edwards, Reference Heffernan, Botha, Webb and Edwards2023; Mika & O’Sullivan, Reference Mika and O’Sullivan2014). This study, therefore, demonstrates how mātauranga Māori and embedded tikanga support and promote PSC, offering a culturally grounded, holistic approach aligned with PSC theory. While there is growing evidence of the influence of mātauranga Māori on employee and leader mental health and well-being (Mika & O’Sullivan, Reference Mika and O’Sullivan2014; Roche, Haar & Brougham, Reference Roche, Haar and Brougham2015; Spiller, Maunganui Wolfgramm, Henry & Pouwhare, Reference Spiller, Maunganui Wolfgramm, Henry and Pouwhare2020), its presence in the school workplace and its impact on PSC have been underexplored. The research findings align with the wider literature, which suggests that mātauranga Māori offers a people-first approach to human development and support (Hook et al., Reference Hook, Waaka and Raumati2007; Pene et al., Reference Pene, Gott, Clark and Slark2025).
Conclusion
This study has shed light on the crucial role of mātauranga Māori in relation to PSC within an Aotearoa/New Zealand school setting. The findings indicated that mātauranga Māori can support school leaders in implementing practices and procedures that foster a psychologically safe and healthy workplace for teachers. This investigation contributes to the PSC literature by showing how mātauranga Māori serves as a complementary and effective framework that can strengthen perceptions and the enactment of PSC by facilitating and embedding relational trust, collective responsibility, and holistic well-being within a school workplace. Furthermore, these findings highlight that Indigenous worldviews and knowledge, such as mātauranga Māori, offer novel insights into sustaining and developing PSC.
Acknowledgements
The authors wish to thank the school and all participants who took part in this study.
Conflict(s) of Interest
The authors have no conflicts of interest to declare.
Open access
