A Case Study on Curriculum Leadership of a Secondary School Principal in Tao-Yuan County

碩士 === 國立台北師範學院 === 課程與教學研究所 === 91 === A Case Study on Curriculum Leadership of a Secondary School Principal in Tao-Yuan County Abstract The main purpose of this study is to explore how secondary school principals deal with obstacles related to curriculum leadership...

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Bibliographic Details
Main Authors: TAI-SHENG HE, 何泰昇
Other Authors: 陳惠邦
Format: Others
Language:zh-TW
Published: 2002
Online Access:http://ndltd.ncl.edu.tw/handle/28034400567356216487
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Summary:碩士 === 國立台北師範學院 === 課程與教學研究所 === 91 === A Case Study on Curriculum Leadership of a Secondary School Principal in Tao-Yuan County Abstract The main purpose of this study is to explore how secondary school principals deal with obstacles related to curriculum leadership, with attempts to look into ideology, conduct, encountered obstacles and adopted strategies in curriculum leadership of a secondary school principal in Tao-Yuan County. At last, integrate study findings to propose conclusions to secondary school principals and education administration authorities for reference. To fulfill above purposes, this study firstly undertook the task of literature to review construction, cultivation, possible encountered obstacles, respondent strategies, and related studies on curriculum leadership of the principal. Then, the qualitative case study approach was applied to examine a secondary school in Tao-Yuan County which participates in the 9-Year Compulsory School Curriculum experimentation. During the eight-month researching process, in accordance with obstacles on curriculum leadership of principals, data were collected through observations, interviews and various kinds of documents. Research results are as follows: Ⅰ. Conclusions 1. Six aspects of conduct (1) Building school vision. (2) Strengthening organizations of curriculum development. (3) Guiding and assisting in curriculum implementation. (4) Encouraging teachers for professional further studies. (5) Providing educational facilities and resources. (6) Enhancing school culture, emphasizing communication and reward measures. 2. Aspect of obstacles (1) Principal Wen has insufficient professional knowledge and time on curriculum leadership. (2) Principal Wen constantly has insufficient expenditure and resources. (3) Teachers have difficulties in teaching of combined fields on the 9-year Compulsory School Curriculum and thus face with tough tasks and pressures. (4) Schools have difficulties in developing school curriculum, integration, and editing teaching materials. Besides, there''s obstacles to the connection between elementary schools and secondary schools; therefore, it''s difficult to implement curriculum evaluations. (5) Changing educational policies, pressures from examinations, and difficulties of participating in curriculum result in obstacles. 3. Aspect of strategies (1) A democratic, open leading style and prior planning should be wisely adopted. (2) Spending much time and ability on raising educational expenditure and resources. (3) Helping teachers to enhance professional knowledge, promoting fields conversation, arranging time for preparing for curriculum, and engaging teachers on our own. (4) Planning and integrating curriculum weeks, assisting schools in curriculum development, taking remedial instruction to compensate for problems on curriculum connection, and implementing diversified evaluation to fulfill curriculum evaluation. (5) Declaring ideology of curriculum, encouraging parents to serve as volunteers, and dealing with pressures from external examinations with diversified school activities. Ⅱ. Suggestions 1. For principals of secondary schools (1) Re-orientating roles and tasks of principals and emphasizing on curriculum leadership. (2) Strengthening organizations of curriculum development. (3) Building superior quality vision and implementing it together. (4) Discovering and fostering talents. (5) Encouraging teachers for professional development and promoting good school cultures. (6) Changing concepts of entering higher schools and encouraging parents to participate in curriculum development. (7) Promoting curriculum integration and arranging theme integration weeks. (8) Improving environment facilities. (9) Emphasizing mechanism of curriculum evaluation feedback. 2. For teachers of secondary schools (1) Becoming second promoters of curriculum leadership besides principals. (2) Enhancing ability of being professional and independent. 3. For organizations of fostering teachers (1) Promoting professional abilities of teachers to cope with changing curriculums. (2) Establishing further curriculums for principals. 4. For organizations of previous curriculum for principal-to-be (1) Selecting and fostering principal-to-be relevant knowledge of curriculum leadership. (2) Establishing learning centers for further studies for principals. 5. For parents (1) Changing concepts of entering higher schools. (2) Participating in curriculum development positively. 6. For education administration authorities (1) Emphasizing performances of curriculum leadership of principals. (2) Reducing activities irrelevant to curriculum and instruction. (3) Adopting well-defined policies and proper relevant measures. (4) Holding examinations of basic ability of elementary schools. (5) Strengthening further studies for principals and teachers with jobs. (6) Providing consultation services of curriculum leadership. 7. For future research (1) Researching curriculum leadership of other secondary school principals. (2) Changing researching objects of curriculum leadership. (3) Using varied researching methods.