| Summary: | 博士 === 國立臺北教育大學 === 課程與教學研究所 === 106 === This Study takes narrative inquiry as the research method. In the frame of curriculum leadership, the researcher stared at the personal implementation of curriculum leadership during the initial period of being appointed principal. By means of narrating two stories of curriculum leadership - the development and execution of school-based curriculum and the reformation of classroom instructions to discern and reflect the evolution of curriculum leadership aspects , to analyze potential factors that affect the aspects of the role of principal in the implementation of curriculum leadership, and furthermore to form self-identity.
The elucidations of the purpose of the research were as follows:
1. Narrate the pursuit of self-reflection on the aspects of curriculum leadership for the role of principal.
2. Analyze potential factors that affect the aspects of the role of principal in the implementation of curriculum leadership.
3. How to form self-identity through self-narration for the role of principal.
The results of the research were as follows:
1. The implementation of aspects of curriculum leadership demonstrated non-linear vacillation phenomenon that required the principal to be a challenger in search of different methods. The implementation and transition of aspects of curriculum leadership demonstrated non-linear vacillation phenomenon. For the sake of elevating the quality of school education, the principal under different situation was opposed to make a valiant attempt to decontrol education and instrumental rationality.
2. Acutely aware of miscellaneous factors affect the implementation of aspects of curriculum leadership. The principal ought to acutely aware of interactive factors including individual curriculum aspects, the structure and culture of organizations, teachers, students, parents and community that would affect the achievement of curriculum leadership. Through sustained self-reaction and action, the principal gradually constructed a school where the colleagues learn among each other.
3. Observe the unique individual in the context of reforming school curriculum. In the process of curriculum reformation, the principal create self-identity by means of personal belief, reflection and action, the interaction between teachers and students, and the curriculum reformation.
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