Teacher Participating In The Curriculum Leadership In School: Foundation, Issue And Strategy

With school becoming the centre of curriculum reform and development, teacher is considered more sense of leadership as agent in dealing with the curriculum stuff. The research of teacher participating in the curriculum leadership focuses on the implication, rationality, existing question and its strategy of teacher's participation in the curriculum leadership. This dissertation begins with conception and essence of "Teacher participating in the curriculum leadership", which is based on reference theories about education and non-education; it is that connotative hypothesis and organization in school management contribute the key block to the teacher's participation in curriculum management; therefore, complexity theory should be introduced into the curriculum leadership. The paper presents the mechanism and strategy of teacher's participation in curriculum management in complexity system, so as to explore a new view on teacher's participation in curriculum leadership in school.Teacher's participation in the curriculum leadership is constructed under the development of curriculum management policy reform in china and the modern leadership theory, which pursues to the optimization of curriculum leadership in school. Although there are early researches abroad and few researches in this filed in china, it is necessary to examine from the theoretic and practical view with the counterpart methods.Curriculum leadership in school is a process to improve co-development among faculty, issue and stuff through the interaction between curriculum leaders and followers. In this way, it is clarified that a teacher participates in curriculum management both from the obligation and right, which embodies the ideas of nature leadership, self-control leadership and general leadership in curriculum leadership in school.The rationality is examined by education and non-education backgrounds, which means abundanter function and higher effectiveness becoming the judging standard. Y theory and B behavior mode, leadership-member exchange theory and transformative leadership theory provide the main theory support to teacher's participation in the curriculum leadership.With the reflection of reality, organization structure, authority form, policy decision, agent structure and reform impetus are constructed on the base of microcosmic reverting theory, bureaucracy organization theory and linear system. Teacher's participation in the curriculum operation faces several blocks from the traditional school: inter-resisting between principal and teacher, inter-alienation between teacher and teacher and teacher's dominant behavior to student.The effectiveness of teacher's participation in the curriculum leadership requires the nature regression of school. We should recognize the integration, diversity, emerging & self-organization and non-linear in school system; while, we should understand curriculum leadership's emerging mechanism by conversation and intercourse in the complex situation; while, we should make clear non-prediction, diversity of structure and relationship, multi-level, self-control and self-adjusting features of teacher's participation in the curriculum leadership . After all, the improvement of the quality of teacher's participation in curriculum leadership requires teacher's participation in complexity-adjusting curriculum leadership, which needs complexity theory penetrating into examining school situation, setting curriculum desire, and constructing curriculum leadership organization, upgrading teacher's expertise, self-control behavior and decision.