The purpose of this study was to explore the behavior of the principal¡¦s curriculum leadership in junior high schools in Kaohsiung city and Kaohsiung counties and Pingtung counties. The questionnaires were completed by 126 principals and 252 teachers in public junior high schools. Statistical methods used for explanation and analysis of results were based on proportion or mean, standard deviation, descriptive statistics, t-test, one-way variance analysis and Scheffe¡¦ method. As a result, the conclusions were drawn from the research results: 1. There are significant differences between a principal and teachers for the character of curriculum leadership¡¦s stakeholder in junior high schools. 2. The real behavior of the principals¡¦ curriculum leadership is lower than the expected behavior of the principal¡¦s curriculum leadership in junior high schools. 3. There are significant differences for the expected behavior of the principal¡¦s curriculum leadership in the different background of junior high schools. 4. There are significant differences for the real behavior of the principal¡¦s curriculum leadership in the different background of junior high schools. 5. There are significant differences for the expected behavior of the principal¡¦s curriculum leadership in the different background of the examinee. 6. There are significant differences for the real behavior of the principal¡¦s curriculum leadership in the different background of the examinee. Keyword¡Gcurriculum leadership¡Bstakeholder¡Bexpected behavior of curriculum leadership¡Breal behavior of curriculum leadership

Thesis (Ph. D.)--Oklahoma State University, 2007. / Vita. Includes bibliographical references.

The study aimed to look into the relation of curriculum leadership of principals, knowledge management of teachers, and teaching effectiveness of teachers in the elementary schools of Kaohsiung City. This research was conducted through questionnaires with 544 effective samples out of 600 teachers. The research tool is ¡§The Questionnaire on the Relationship among Curriculum Leadership of Principals, Knowledge Management of Teachers, and Teaching Effectiveness of Teachers¡¨. The statistical methods include T test, One-Way ANOVA, Pearson variances analysis, Canonical Correlation, and Stepwise regression analysis. The study summaries in the following findings: 1. Teachers on the curriculum leadership of principals have above middle evaluation, high knowledge management and teaching effectiveness. 2. Teachers of small-sized schools are better in aware of better curriculum leadership of principals. 3. Teachers of large-sized schools have better knowledge management, and no significant differences among teachers¡¦ background on the issue of teaching effectiveness. 4. The better curriculum leadership conduction of principals, the better knowledge management and teaching effectiveness of teachers. 5. The better knowledge management of teachers, the better teaching effectiveness of teachers. 6. Curriculum leadership of principals and knowledge management of teachers can accelerate teaching effectiveness. According to the findings and conclusions, the researcher provides the following advices: 1. For educational administrative organizations: ¡]1¡^To respect the influence on curriculum leadership of principal, and strengthen the abilities of curriculum plan, design and evaluation. ¡]2¡^To conduct curriculum leadership of principals for the middle and large-sized schools. ¡]3¡^To enhance the ability of knowledge management of teachers in the middle and small-sized schools, and increase teaching effectiveness. 2. For principals: ¡]1¡^To offer interact with the teachers without administration job in order to enhance curriculum leadership. ¡]2¡^To promote curriculum leadership will enhance knowledge management and teaching effectiveness of teachers. ¡]3¡^To strengthen curriculum leadership to well ground knowledge management of teachers, and promote teaching effectiveness of teachers. 2. For teachers: ¡]1¡^To participate school curriculum developing teams to upgrade professional knowledge. ¡]2¡^To increase knowledge application in class, in order to promote teaching effectiveness. ¡]3¡^To dialogue, inspect, learn and reflect in school, and to strengthen the innovation of teaching. ¡]4¡^To strengthen teaching evaluation, in order to increase learning of students and teaching effectiveness.

The purposes of this study, through the researcher¡¦s action research, explore the topics including the concept of the principal¡¦s curriculum leadership, the correlative factors that affect the principal¡¦s curriculum leadership, and how to advance curriculum leadership in nine-year coherence curriculum. The research methods are interview, secondarily document analysis, and participant observation to investigate and analyze the problems and the solution of the problems on curriculum leadership of the junior high school principal. Be based on the results, the conclusions of the study are as follows : ¢¹. The concept of the junior high school principal 1. The ideas of the principal¡¦s student-based curriculum leadership affect the courses of school curriculum development. 2. Unite the principal¡¦s curriculum leadership with the activities on teachers¡¦ professional growth. 3. Adopt expedient leadership to promote the effect in the principal¡¦s curriculum leadership ¢º. The factors that affect the researcher¡¦s curriculum leadership According to the situation at our school, the principal¡¦s curriculum leadership is affected by some factors, for example, the principal, teachers, the organization, the chief of the education administration agency, and community ; however the factors show various influential degree. ¢». How does the researcher advance curriculum leadership in nine-year coherence curriculum 1. The researcher¡¦s curriculum leadership has four stages ¡V organization, design, implementation, and feedback to develop school-based curriculum. 2. School vision should be formed by the democratized mechanism, and fused into curriculum design. 3. Hold teaching demonstration to promote teachers¡¦ teaching effectiveness to be beneficial to develop the principal¡¦s curriculum leadership. 4. Investigating and developing the objective curriculum evaluation system is the theme that requires efforts in our school principal¡¦s curriculum leadership. 5. Associating community resources to establish the connection of coexistence and mutual benefit between community and the school is the problem that has to be faced fearlessly to principal¡¦s curriculum leadership. Finally according to the conclusion, the study takes one step ahead to propose some suggestions separatly focusing on the general junior high school principal, the education administation organizations, and the latter researches in the future.

Parental input and participation on curricular decisions influence the educational process in private schools. Parental participation in the development and continual examination of the curriculum is essential to maintaining an educational environment that reflects the ideals and goals of all of the stakeholders. However, parents often have differing ideas from schools on what the curriculum should encompass. The problem facing private school leaders is how to negotiate the tensions resulting from conflicting parental expectations for the curriculum of the school. Literature is reviewed surrounding the main research question for this study: how do school leaders respond to the differences in expectations for curriculum between parents and private secondary schools? Areas of the literature reviewed include the purpose of education, the curriculum development process in schools and the role of educational leadership in the curriculum development process. The overall research design of this study is framed by a qualitative methodology that includes a multiple-site case study that aims to create a better understanding of the dynamics of parental influences on curriculum in private schools. Data from the Upper Schools of three private schools in a metropolitan area were collected over the period of one academic semester from a variety of sources, including interviews, observations and document analysis. The emerging themes were constructed around the current and past knowledge of informants within the context of the social interactions of the stakeholders in the three schools. Several significant findings resulted from this study, which provides a framework to understand how school leaders negotiate parental curriculum expectations. These findings include parental influence and expectations, the distinction between leadership with the curriculum versus the co-curriculum, and the factors influencing the negotiation of curriculum conflict. This inquiry is important because it creates a dialogue among the stakeholders who influence curriculum in private schools. The results of this study help school leaders understand the influences of parents on the curriculum of their schools and offer practical suggestions for private school leaders on how to negotiate the differences in expectations for curriculum between parents and private secondary schools.

Democratic principles and values in South Africa and technological innovations influence the design of educational programmes provided by higher education institutions. The diagnostic radiography programme at the Medunsa Campus of the University of Limpopo has to align itself with policy requirements and the requirements of the world of work. Against this background this study aims at answering these questions: How has Radiography changed as a science and what demands are placed on practitioners to meet competence requirements in a changing working environment? What impact does the changing role of the radiographer have on the academic department in terms of curriculum development and curriculum management? What strategies should curriculum leadership use to improve the quality of the programme offered in terms of expectations essential to a competitive and changing working and teaching environment? A qualitative study was used where structured personal interviews were conducted with academe and clinical personnel to answer these questions. The responses were coded to facilitate the process of data analysis. The findings of this investigation indicate that changes in the Department of Education and the Department of Health transformation have an impact on the curriculum. The investigation has also revealed that there is lack of collaboration between the academic and the clinical personnel. It also indicates that professional development should be made more relevant in terms of focusing on areas that affect radiographers, for instance clinical personnel need to be aware of principles of primary health care and lifelong learning. In line with the changing nature of leadership, the proactivity of the academe cannot be underestimated as this could help in maintaining quality and excellence in the programme. / Dissertation (M.Ed (Maximising Potential))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

Throughout secondary education, students are given opportunities to hone their leadership and collaboration skills with one another. Unfortunately, these opportunities are few and far between in the elementary school classroom. Since there are few leadership curriculum options available for teachers of elementary students, this study attempts to offer a fourth grade curriculum on leadership and collaboration within the context of the social studies curriculum. The study is comprised of a piece of historical fiction, journal prompts, and group activities. The text taught students about the colonization of Jamestown with a unique focus on collaboration between the Native Americans and Jamestown colonists. Small groups of students worked together to complete group activities where they were able to improve upon their ability to collaborate. This thesis provides insight toward the need for leadership curriculum in the elementary classroom and one curricular option with which to do so.

本研究旨在探討國民中學校長課程領導與教師賦權增能之關係，希望藉由理論探討與實徵研究的結果，提出建議作為校長推動課程領導與提升教師賦權增能的參考。 本研究採用問卷調查法，以台北市、台北縣及宜蘭縣共計抽取57所公立國民中學的880位正式教師為研究對象，有效問卷595份，問卷回收後以描述統計分析、t考驗、單因子變異數分析、典型相關分析，多元逐步迴歸分析等統計方法進行資料分析。 本研究之主要研究發現歸納如下： 一、國民中學校長課程領導運用「人群關係」頻率最高。 二、國民中學校長課程領導於競值架構下呈現均衡發展。 三、國民中學教師賦權增能整體表現良好，「自我效能」表現最佳，「參與決策」最顯不足。 四、教師對校長課程領導的知覺會因為教師的性別、職務、年齡及年資的不同而有所差異。 五、規模十二班以下的國民中學教師對校長課程領導感受最高，台北市國民中學校長最重視課程領導。 六、教師對賦權增能的知覺會因為教師的性別、職務、年齡及年資的不同而有所差異。 七、國民中學校長課程領導風格以「人群關係」對教師賦權增能的預測力最高。 八、國民中學校長課程領導確實有助於提升教師賦權增能。 最後，本研究根據上述發現針對教育實務層面與未來研究提出具體建議以供參考。 / Analyzing the differences of educators’ perception toward principals’ curriculum leadership and teachers' empowerment in different background variables, the purpose of this study is to inquire the relationship between principals' curriculum leadership and teachers' empowerment in junior high school. With the results of theoretical studies and empirical findings, this study provides some suggestions for promoting “principals’ curriculum leadership” and “teachers' empowerment”. Using a questionnaire, this study conducts a survey on 880 teachers from 57 public junior high schools in YI-Lan county and Taipei County. Among them 595 valid questionnaires from teachers were compiled. The returned data were analyzed by statistical methods including mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, and multiple stepwise regression analysis. Our main findings are concluded as follows: 1. The highest frequency of teachers’ perception on principals’ curriculum leadership in junior high school is “relation of people”. 2. There is a balance development of the four styles in competing values framework of junior high school. 3. Junior high school teachers perform well in “teacher empowerment” as a whole, while “self-efficiency” performs the best; however, “making decision” performs obviously insufficient. 4. Those teachers who are male, senior, directors, and from small size schools, are aware of better principals’ curriculum leadership of the principal. 5. The teachers in junior high schools with less than twelve classes feel the principals’ curriculum leadership the most. The principals from schools in Taipei emphasize curriculum leadership the most. 6. The teachers’ perception toward empowerment is different because of their gender, position, age, and career. 7. Among all dimensions of principals’curriculum leadership, the best prediction to teachers’ empowerment is promoting “relation of people”. 8. Principals' curriculum leadership into practice is indeed helpful to improve teachers' empowerment. Finally, some suggestions are proposed based on the aforementioned conclusions for further studies and for the practice of education.

本研究之目的主要為探討國民小學校長課程領導與教師教學效能二者之間的關係。 　　本研究主要採用文獻分析法、問卷調查法以及訪談法等研究方法。在問卷調查方面，以臺北縣90所公私立國民小學的90位校長與810位教師為調查對象，問卷回收後以描述統計分析、t考驗、單因子變異數分析、典型相關分析、多元逐步迴歸分析等統計方法進行資料分析。在訪談方面則從上述學校中選擇2所學校，每校訪談校長、主任、教師各1位。本研究期能透過上述的設計，了解校長與教師對課程領導與教師教學效能二者關係的具體看法與建議。 　　本研究之結論歸納如下： 　　一、臺北縣國民小學校長與教師均肯定校長課程領導。 　　二、臺北縣國民小學校長與教師均肯定教師教學效能。 　　三、不同背景變項的校長對於本身課程領導的評價差別不大。 　　四、在教師的背景變項中，除了最高學歷之外，其餘變項均會影響其對校長課程領導的評價。 　　五、不同背景變項的校長在教師教學效能上的評價差別不大。 　　六、在教師的背景變項中，除了年齡與服務年資之外，其餘變項對教師教學效能的影響不大。 　　七、校長實施課程領導確實有助於提升教師教學效能。 　　八、在校長課程領導各層面中，以「促進教師專業成長」對於整體教師教學效能的預測力最高。 　　本研究依據結論，於教育行政機關、校長、教師以及未來研究，提出以下具體建議： 　　一、對教育行政機關的建議 　　　（一）重視校長的培育與進修，不斷提升校長實施課程領導的實力。 　　　（二）依據地方差異，給予課程領導行政支援。 　　二、對國民小學校長的建議 　　　（一）發揮課程領導權利，善盡課程領導義務。 　　　（二）營造優質校園文化，建構學習型學校。 　　　（三）促進教師專業成長，提升教師教學效能。 　　三、對國民小學教師的建議 　　　（一）成為「合作的學習者」，彼此交流教學經驗與資源。 　　　（二）成為「行動的研究者」，探索提升教學效能之道。 　　四、對未來研究的建議 　　　（一）在研究範圍方面：本研究以台北縣為研究範圍，建議未來研究可以全臺灣地區為研究範圍，以擴大研究的廣度。 　　　（二）在研究方法方面：除了文獻探討、問卷調查與訪談之外，建議未來研究再增加個案研究法，以擴大研究的深度。 / The purpose of this study was to inquire the relationship between principals' curriculum leadership and teachers' teaching effectiveness in elementary schools. 　　This study methods were adopted literature review, questionnaire and in-depth interviews. In questionnaire aspect, the subjects included 90 principals and 810 teachers from 810 public and private schools in Taipei County. The collected data were analyzed through the methods of descriptive statistic, t-test, one-way ANOVA, Pearson's product-moment correlation, canonical correlation and multiple stepwise regression analysis. In addition, interviews had selected two schools from the sample of questionnaire. It is hoping that through this design to collect and understand the relationship between principals' curriculum leadership and teachers' teaching effectiveness as well as real life phenomenon of the researched subject. 　　Conclusions were made as followings: 　　1. Most principals and teachers agree the behavior of principals' curriculum leadership in elementary schools of Taipei County. 　　2. Most principals and teachers agree the behavior of teachers' teaching effectiveness in elementary schools of Taipei County. 　　3. Principals among diverse background variables take a similar view in their own curriculum leadership. 　　4. Teachers among diverse background variables, except the highest academic background, the rest variables will affect evaluations on principals' curriculum leadership. 　　5. Principals among diverse background variables take a similar view in teachers' teaching effectiveness. 　　6. Teachers among diverse background variables, except age and service seniority, the rest variables will have little influence on teachers' teaching effectiveness. 　　7. To put principals' curriculum leadership into practice is indeed conducive to promote teachers' teaching effectiveness. 　　8. Among all dimensions of principals' curriculum leadership, the highest prediction to total teachers' teaching effectiveness is promoting teachers' professional growth. 　　According to the conclusions, following are the suggestions： 　　1. Suggestions for educational administration organizations 　　　1) Respecting the nurture and further education of principals and enhance the strength of curriculum leadership constantly. 　　　2) In accordance with variation of locality, offering administrative supports for curriculum leadership. 　　2. Suggestions for principals of elementary schools 　　　1) Functioning curriculum leadership rights, fulfilling curriculum leadership obligations. 　　　2) Building high quality campus cultures, constructing learning schools. 　　　3) Promoting teachers’professional growth, enhancing teachers' teaching effectiveness. 　　3. Suggestions for teachers of elementary schools 　　　1) Becoming cooperative learners, communicating the experiences of and resources to each other. 　　　2) Becoming action researchers, enhancing the way to teachers' teaching effectiveness. 　　4. Suggestions for future research 　　　1) Aspects in research scope: the study ranging from Taipei County, suggest future research could include the whole Taiwan area to expand the breadth of study. 　　2) Aspects in research method: besides literature review, questionnaire and in-depth interviews, suggest future research could add case study to expand the depth of study.

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