Action Research on Preschool Principals’ Leadership for Curriculum Transformation Illustrated by the Example of a Private Preschool

• Main Authors: Hou, Hsiu-Jen, 侯秀荏
• Other Authors: Huang, Yueh-Mei
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/zxjfte

碩士 === 台灣首府大學 === 幼兒教育學系碩士班 === 102 === Abstract This research explores the courses of action preschool principals may take when putting curriculum leadership into practice. Curriculum leaders need to constantly “plan, act, observe, and evaluate their approach”: this is an ongoing and cyclical process aimed at transforming and improving the curriculum. Employing action research methods, and collecting and analyzing a wide range of records and data, including direct observations, interviews, teaching logs, meeting minutes, counseling project files, communication books, preschool student learning files, and research diaries, all taken from a period of 8 months subdivided into 3 distinct phases, this paper offers a comprehensive overview of curriculum leadership in practice. The results of this research show that leading and guiding curriculum transformation is a gradual and incremental process, and that each individual phase of this process poses different problems that require specific strategies and solutions. In more detail, this research yielded the following insights: I. Curriculum Leadership and Development at An Preschool: Changing the core of the curriculum: 1. “Loosening the soil”—Establishing shared principles and objectives that allow teachers and students to jointly function as an organic entity; 2. “Budding phase”—Identifying the main areas of transformation and delineate the progression of change; 3. “Growth phase”—Students’ growth and advancement allows teachers to become more professional. II. Strategies and Principles Devised by An Preschool’s Principal in Response to Issues Encountered during Curriculum Transformation: 1. During different phases of curriculum transformation, the curriculum leader guides teachers and helps them grow through a flexible, democratic approach; 2. During distinct stages of curriculum transformation, a combination of external and internal incentives is used. III. Results and Influential Factors in the Implementation of Leadership Strategies for Curriculum Transformation: 1. Results of curriculum transformation: i. Improved professionalism of iii teachers—Action strategies change teachers’ approach and allow them to enhance their pedagogical skills; ii. Students learn more effectively—Action strategies lead to new teaching methods that help students to learn more effectively (forward learning). 2. Factors that may influence the implementation of leadership strategies for curriculum transformation: i. The leader’s ability to reflect and evaluate—Frequent reflection and assessment allows for the timely adjustment of action strategies whenever curriculum transformation enters a new phase, or its requirements change; ii. Quality and skills of teaching staff—Teachers’ internal motivation and professional training are essential to smooth curriculum transformation; iii. Administrative resources—Adequate human and financial resources, as well as sufficient time, are critical assets; iv. Parent support—Support from students’ parents is crucial to keep curriculum transformation going and allow it to yield the desired results. Based on the findings of this research, this author offers reflections and evaluations on the process of curriculum transformation, as well as suggestions for government agencies, preschool curriculum leaders, and future researchers.