A Study of Curriculum Leadership Tasks of Beginning Principals in Elementary Schools – Taking the Four Counties in Northern Taiwan as Example

• Main Authors: Wen-Chi Liu, 劉汶琪
• Other Authors: Yung-Sheng Ou
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/19016589986468394552

碩士 === 淡江大學 === 教育政策與領導研究所碩士在職專班 === 94 === The present study is to investigate the curriculum leadership tasks of the beginning principals in elementary schools. The purposes of the study were as follows: (1) Investigate the practice in curriculum leadership tasks of beginning principals in elementary schools. (2) Analyze the practice in curriculum leadership tasks of beginning principals with different background varieties. (3) Analyze the dilemmas and strategies in executing the curriculum leadership tasks of beginning principals in elementary schools. The primary instrumentations were questionnaires to survey the beginning principals of public elementary schools in Taipei City、Taipei County、Keelung City and Yilan County and interviews. According to the study finding, the conclusions of the present study were as follows: 1. As a whole, all beginning elementary school principals in northern Taiwan make efforts in the tasks. But they make the most efforts in integrating the community resources. And they need making more efforts on curriculum design and execution and curriculum evaluation. 2. The beginning principals don’t pay much attention on constructing school vision or goal, but executing the vision or goal which has been constructed without reflecting and revising. 3. The beginning principals always work in the small schools. So it is difficult for them to reconstruct the organization in the curriculum leadership. 4. The beginning principals must make more efforts on supporting resources、concerning psychologic level for the teachers and improving the school facilities in the curriculum leadership. 5. The beginning principals put emphasis on inspiring teachers’ professional development in the curriculum leadership. 6. There are differences in the beginning principals’ curriculum leadership because of the personal background factors such as sex、age、carrer years、educational background. And the “personalities” and “professional background” are more influenced ones . 7. The scales of the school are challenge for the beginning principals in the curriculum leadership, but the school cultures are more influenced. 8. There are differences in the beginning principals’ curriculum leadership because of the executing the educational policy by the education bureaus in four counties. 9. There are different dilemmas for the beginning principals. And the common one comes from the government . 10. The beginning principals choose different strategies according to their school environments、the school curriculum development processes and the dilemmas which they meets. Different curriculum leadership strategies led to different performances. According to the conclusions of this study, suggestions about the beginning principal’s curriculum leadership tasks were offered for the education bureaus, beginning principals in the elementary school, and future studies.