Action Research on Principal Curriculum Leadership and the Curriculum Reforming: The Case of a Private Kindergarten in Taichung.

• Main Authors: Shu-Ching Hsu, 許淑菁
• Other Authors: Poh-Hwa Liang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/72498869020771739905

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 99 === The Action Research of Principal’s Transformational Leadership and Curriculum Transformation—The Case of a Private Kindergarten in Taichung City Shu-Ching Hsu Abstract This study adopted action research, a form of qualitative research approach, to investigate the processes and outcomes of curriculum transformation led by the principal of a private kindergarten through transformational leadership. The focuses were placed on the curriculum transformation in this kindergarten, the principal’s leadership in the curriculum transformation, and challenges met by the principal in leading the curriculum transformation. The researcher first examined the start point of curriculum transformation, the action research processes, and development and feedbacks of research subjects. Further, the researcher investigated the challenges in leading curriculum transformation. By reviewing the development process and actions taken and describing personal reflections and perceptions, the researcher proposed the knowledge and solutions learnt from events and reflections. Finally, the researcher examined the process and effectiveness of the leadership. The main findings were as follows: 1.Kindergarten curriculum transformation could be divided into three stages, namely the initial stage, the developmental stage, and the maturity stage. The teachers were more passive in the initial stage. In the developmental stage, the researcher observed the teachers’ instruction and offered necessary guidance and also obtained good results. In the maturity stage, the teachers no longer relied on textbook but used open-ended questions and student grouping to increase the depth of thematic teaching. 2.All the elements of transformational leadership were indispensable. They should be adequately adjusted depending on the context and composition of members in curriculum transformation under support of other policies. 3.The challenges met by the principal in curriculum transformation could be divided into external and internal. The external challenges should be overcome with support from the employer and the administration, while the internal ones could be solved through evaluation of teacher willingness and professional competencies. Keywords: transformational leadership, curriculum transformation, action research