| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 95 === Michael Fullan’s
“Theory of Cultural Changing Leadership “：
Implications for Principal’s Curriculum Leadership
Abstract
Seeing that most of the literature about curriculum leadership in the past was viewing it through the dimensions and strategies of the leadership, few are exploring the nature of it. So this study introduces Fullan’s theory of cultural changing leadership, attempting to explore the implications for principals’ curriculum leadership through the perspective of the theory and further offer advice to the principal based on the implications of the theory. The purpose of this study is to inquire the theory of fundamental rationale, developmental contexts, main ideas, limits and implications for principals’ curriculum leadership. The main findings are as follow:
1. The theory of cultural changing leadership develops from the dilemmas of educational practice and he also elaborates his theory by adopting the theories of complex science, the evolutionary biology, organizational learning and adaptive learning.
2. The main ideas of cultural changing leadership are as follow: the moral purpose is central to change；leadership is as a process of change； The leaders should establish a moral purpose, deeply understand change, build a good rapport, foster the teachers’ knowledge, make coherence, create a setting of hope, passion, and energy and above all inspire the teachers’ commitment to change for the improvement of school.
3. The possibility of the theory and limits on application of curriculum leadership may inquiry through the dimensions of the purpose of leadership, the role of leaders, strategy, and act. This study also makes dialectical comparisons with the discourse of Glatthorn, Henderson & Hawthorne, Lambert et. al., Brubaker, and Chia-hsiung Huang. And later, the researcher outlines six critiques of its possibility and limit: it is composed with multi-theory which Fullan calls “a remarkable convergence”；it is based on the researches of education practice and also develops strategies for solutions with a closer look at the characteristics and process of the cases,；it still lacks the solutions to the classroom practical problems； And the last, it is limited in the application of this theory which builds on the base of business management theories and construct in the background of the West.
4. There are four implications from the theory of cultural changing leadership:
(1)About the purpose: The goal of curriculum leadership is to accomplish a moral purpose which can make difference through raising the bar and closing the gap. Furthermore, to achieve a moral purpose is a complex process of change so the leaders must change the belief system and behavior through reculturing. Finally, curriculum leaders should pursue a long-term development and sustainable reform. And ultimately, the goal of curriculum leadership is whole system improvement.
(2)About the role of leaders: The principal as a curriculum leader is supposed to act as the role of practitioner of a moral purpose, responder of the environment, leader of the curriculum reform, promoter of teacher’s professional development, initiator of school reculturing, and also, connector of external resources.
(3)About the strategy: The strategies principals can adopt are changing the context for curriculum development, forming opportunities by fostering the capacity for change, driving teacher’s energy and attempt for change through shared visions, developing a professional learning community and collaborative culture, adapting the change of environment by operating on the edge of chaos, appropriately changing the leadership style for the cohesion of teachers, and engaging teachers’ commitment for change through building a good rapport.
(4)About the act: The act which curriculum leaders can take is rewarding for enforcing the teachers’ behavior, initiating, tolerating, dialogue, and also community building.
Key words: curriculum leadership, theory of cultural changing leadership
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