A study of Principals’Curriculum Leadership in Taipei Elementary Schools

• Main Authors: Kuan Kuan Lain, 連寬寬
• Other Authors: 吳清山
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/19026869245751439582

碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === Abstract The purpose of this study is to investigate the current operation of curriculum leadership by principals of elementary schools in Taipei City. It is expected to offer practical suggestions to curriculum leadership by principals of elementary schools. First, we set up the questionnaire, according to the information international theories, and the discussion related to our topic.Second, this research targets at 155 elementary school principals in Taipei City. Third, the statistical methodology in this study is based on individual typicals from statistical analyses. Fourth, we get the conclusions and the suggestions as follows: 1. As far as curriculum leadership is concerned, the dimensions of curriculum leadership for elementary school principals in Taipei City is found a tight agreement. Curriculum design for students is the best part. However, Curriculum assessment is needed to be improved. 2. There is no substantial discrepancy in the other dimensions in terms of their gender differences. 3. There is no substantial discrepancy in the other dimensions in terms of their seniority differences. 4. There is no substantial discrepancy in the other dimensions in terms of their age differences. 5. There is substantial discrepancy in the other dimensions in terms of the size of schools and combining social resources. But there is no substantial difference among most of the principals. 6. There is no substantial discrepancy in the other dimensions in terms of their academic degrees. 7. There is no substantial discrepancy in the other dimensions in terms of curriculum history . 8. The difficulties of curriculum leadership by principals include three parts: the assessment toward teachers, the complicated tasks and extra work, and low professional dimensions toward curriculum development of teachers. 9. There are three important practical suggestions for curriculum leadership by principals include three parts: offering to principals all kinds of proper resources to help teschers build professional knowledge, offering to principals proper protection in career and enough right of employee’s arrangement, and offering enough service of professionl consulting on curriculum leadership by principals. According to the conclusions above, we hope the point of view to be a beginning of discussion for educational improvement, the principals of elementary schools, and the research in the future.