| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 101 === Obliged to the movement of education deregulation in recent years, school has more freedom and flexibility to design school-based curriculum as its feature. As such, curriculum leadership becomes vital to curriculum reform in vocational high school. The role and duties of the director of the department of early childhood care and education is not only legitimate but important than teachers and principals when it comes to curriculum leadership.
The main purpose of this case study is to explore the leadership traits of a director of the department of early childhood care and education in a vocational high school, and to investigate the leadership strategies she undertakes toward curriculum leadership. Qualitative data were collected and examined via interview, document analysis, and the researcher’s reflection notes. The findings of this study are summarized as follows:
1. The leadership traits the subject has as a director of the department of early childhood care and education include: respect, honesty and friendliness toward others to promote curriculum reform; professionalism, assertiveness and self-sacrifice to achieve curriculum goals; uprightness and generosity toward resource sharing to set up leadership style; and deep self-reflection to set up positive leader image.
2. The leadership strategies the subject undertakes as a director of the department of early childhood care and education include: integrating curriculum, administration, and instruction in one role; bridging communication between superiors and teachers to enhance harmonious interaction; empowering teachers to create cooperative team atmosphere ; solving teacher isolation by organizing professional learning community; implementing curriculum evaluation to ensure students’ learning quality.
According to findings of this study, suggestions on the issue of curriculum leadership in vocational high school are proposed to directors of the department of early childhood care and education, school executives, educational officials, and future researchers in early childhood education.
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