| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 96 === The process of one junior high school principal’s curriculum leadership
Abstract
This research aims at finding out the process of one junior high school principal’s curriculum leadership. For relevant units and people’s reference, this research is also to discuss the idea about principal’s curriculum leadership, find out its process and role, and the difficulty and strategies of principal’s curriculum leadership.
Take a principal of junior high school in Taipei for research object, a qualitative study were taken. All the data were collected by document analyzed, observed through meeting and visited my school’s principal and other important people who have a relationship to this topic. According to the arrangement of relevant materials and interview result, the conclusion of this research is as follows:
(i). Being the major pusher of curriculum leadership. She needs to have a positive characteristic and the philosophy of leadership, develops correct idea about curriculum leadership and leads his school’s colleagues into a dynamic circulation. Besides, She needs to improve professional ability of teachers and students’ learning quality.
(ii). The principal needs to play a different role in leading the process of curriculum leadership, elaborate its function, and help the teachers to develop their own curriculum leadership and one day become professional. Through the operation of Curriculum Development Committee and Teaching Research Association of the field, she can lead school colleagues, parents and community personage continuously to finish the curriculum leadership together.
(iii) According to the specialty of the school, the principal should adopt proper curriculum leadership policy to implement scene of wishing school and finish his leadership task. Also, due to the performance of curriculum leadership, she can break the myth that is stored in the culture of the school, rebuild the study-type culture and promote the school’s efficiency.
(iv)In order to get more support and resource from the government, the principal must combine the strength of parents and community personage to establish the school’s good quality image through the professional performance of teachers. Only to concentrate internal and external strength of the school can impel education authorities to pay high attention to school’s achievement and offer the necessary resources about curriculum leadership.
(v) Above all, the principal’s curriculum leadership has a deep relationship with administrative leadership and teaching leadership. These three should begin at the same time to show the fruitage of principal’s curriculum leadership.
At last, some implications are also provided for principals, educational authorities and researchers who want to examine the field of curriculum leadership in the future.
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