Secondary School Teachers' Curriculum Leadership Theory And Case Study

The success of curriculum reform directly depended on if the teacher’s curriculum leadershipwas put into effective execution. In this thesis, some researches on teacher’s curriculum leadershiptheory and the relative brief reviews were carried out with object of solving the problems thatteachers were confronted with curriculum leadership.Firstly, the origin, method and purpose of the research were introduced. Whatever from thetheory requirement or practice investigation, the curriculum leadership of middle school teacherwas significant in theory and practice.The curriculum leadership and teacher’s curriculum leadership were conceptually defined inthe second chapter. Teacher’s curriculum leadership was the execution of teacher for leading thecurriculum regardless his position and nomination. Then, the relative basic theory of distributedleadership and curriculum leadership were expatiated. The most essential connotation ofdistributed leadership was authorizing and group cooperation. It advocated to share power and topractise the leadership. The teacher’s leading capability was a comprehensive influence thatteacher impressed on the led, other members of the activity, through his professional power andnon-power elements, such as knowledge, ability and affection. Finally, the connotation, subject,role and content of teacher’s leadership were discussed. The connotation was the process thatteacher subjects cooperated each other in curriculum affair to affect on students improving thelearning quality. The subject was all school faculties and the possibility that teacher was thesubject in theory and practice. The headmaster, directors and other administrators should play thekey roles of curriculum leading. The role in curriculum leadership should be changed from singlerole to multiple role according to actual situation. The different role combination would happen indifferent stage. The content was to tell us how to start in curriculum leading.A case of curriculum leading in a Chinese teaching and researching group of S school wasstudied in third chapter. The leadership was difficult. It was necessary for the group tocontinuously improve and found a learning style teaching and researching group. Another casestudied was a teacher’s teaching experience. It demonstrated what to be done as an teacher andschool in curriculum leading affairs.Based on above theory research and case study, the forth chapter concluded the actualdifficulties which the school teacher’s curriculum leadership confronted in individual factor, groupfactor and social factor. Then the effective routine for what should the teachers do and what shouldthe school or headmaster should do was proposed respectively.