Abstract
With the implementation of the New Curriculum Reform in China, both schools and teachers are empowered with more right and autonomy in making instructional decisions. However, previous literature related to teachers’ curriculum leadership (CL) remains sparse. The purpose of this paper is to explore the feasibility of investigating how curriculum leadership is enacted from the perspectives of teacher leaders. It employed literature review with the Chinese studies related to teachers’ engagement in CL and found the necessity of examining the issues of feasibility of enacting curriculum leadership, which focuses on teacher as the leader under Chinese scenario.
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