| Summary: | 博士 === 國立新竹教育大學 === 教育學系博士班 === 96 === The purposes of this study are to understand the curriculum leadership within learning areas in elementary schools, including the content and functions of the curriculum leadership within learning areas, the roles played by the learning areas conveners, as well as the micro-political and the confronted difficulties in the process of the curriculum leadership. In order to project insight into these questions, this study not only draws on the analysis of literature with a view to portraying its genuine image of both domestic and foreign areas at this issue, but also interviews lots of experienced conveners, principals, and teachers in the hope to discover the being, should-be and the gaps between both in terms of the curriculum leadership within learning areas.
There are several findings in this study. First of all, the content of curriculum leadership within learning areas is comprehensive and multi-dimensional. Secondly, the functions of curriculum leadership within learning areas are both effective-oriented and relations-directed. Thirdly, the roles of the conveners are indeed multiple by name but are not entirely fulfilled in reality. Fourthly, individual ideologies or considerations about interests play an important role on both principals and conveners during the process of curriculum leadership. Fifthly, principals and conveners appeal to a lot of strategies to influence each other. Finally, the confronted difficulties mainly focus on three categorical dimensions such as structure, a people, and culture, during the time when conveners carry out the curriculum leadership. In conclusion, the study recommends some significant suggestions for both institutions and people concerned to realize the curriculum leadership within learning areas in elementary schools.
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