The Dilemma And Solution Of Junior High School Teachers’ Leadership Improvement

With the promulgation of new curriculum standards for compulsory education and the development of China’s basic education curriculum reform,more and more people call for teachers to be curriculum leaders.However,as one of the important subjects of curriculum leadership,teachers need to improve the understanding of curriculum leadership theory.Because of the school’s lack of experience in specific curriculum leadershipthe leadership situation of teachers in middle school is worrying.Taking 500 teachers from 9 junior high schools in Jincheng,Shanxi Province as research objects and based on constructivism theory theory,Dole’s theory of the postmodern view of the curriculum and distributed leadership theory,this paper critically analyzes the current research and constructs a model of curriculum leadership for middle school teachers to analyse.The "six-dimensional model of teacher curriculum leadership" is used as a framework of this study.The author designed a curriculum leadership table and interview outline for secondary school teachers and studied the basic situation of curriculum leadership of secondary school teachers,adopting the investigation method and interview method.Combined with SPSS23.0,the data is processed to obtain the basic situation of the current leadership of teachers in middle school.Based on the results that come from the questionnaire and interviews,the study found the following problems.First,curriculum leadership for secondary school teachers has a single curriculum design approach without innovation.Second,curriculum-led development is limited and there is insufficient motivation for collaboration among teachers.Third,secondary school teachers’ participation in curriculum development is low and not valued.Fourth,curriculum implementation is influenced by traditional classrooms and lacks innovation.Fifth,the course evaluation method is also single,focusing on results over process.Sixth,Teachers’ curriculum reflection is mainly self-reflection and is more arbitrary.Through the research,the author found the ways to improve the leadership of the curriculum for secondary school teachers.Through theoretical learning,the leadership quality of secondary school teachers can be further enhanced and improved.By breaking the traditional management concept and formulating a multiple evaluation mechanism,the development of teachers’ curriculum leadership can be promoted.We can provide support for secondary school teachers’ curriculum leadership by enlisting diverse support and assistance.It is also a great idea to reducing regional disparities by promoting balanced leadership development in teacher curricula.We can try to create a positive atmosphere of learning curriculum leadership and effectively promote the leadership of secondary school teachers’ curriculum if we build a learning community.