Abstract
Revealing the general status quo of teacher curriculum leadership has great theoretical, policy, and practical significance. However, large-scale empirical investigations in this area are rare, and there is even less attention to the current situation of rural teacher curriculum leadership. Based on the survey of 2,966 rural teachers in 20 provinces of China, this paper presented the status quo of rural teacher curriculum leadership and examined influencing factors through multiple linear regression analysis. It was found that curriculum leadership of rural teachers was at a low level with backward leadership views, lack of practical ability, and low sense of identity. Regression analysis demonstrated that individual field factors had a significant impact on teachers’ curriculum leadership. Specifically, the higher the teachers’ leadership willingness, trust in others, and self-efficacy, the higher the curriculum leadership. The school field was also an important influential aspect. In particular, the formation of a common vision and teacher community by the school and the appropriate empowerment of the principal had a significant positive impact on the curriculum leadership of rural teachers. Based on these key findings, several improvement suggestions are put forward at the end, which can be used as references for other countries to develop improvement plans on rural teacher curriculum leadership.
Highlights
Since the second half of the 20th century, teacher leadership has gradually developed into international discourse
: Rural Teachers’ Curriculum Leadership Views Were Backward From the perspective of teacher curriculum leadership views, compared with urban teachers, rural teachers lagged in the three dimensions of factual views, methodological views, and value views (P < 0.001)
This revealed that rural teachers fundamentally lacked the understanding of the connotation and value of curriculum leadership, and they didn’t have a good understanding of what curriculum leadership was, what significance curriculum leadership had for student development, Rural Teachers Lacked the Practical Ability of Curriculum Leadership From the perspective of teacher curriculum leadership practices, there were significant differences between rural teachers and urban teachers in curriculum thought, curriculum design, curriculum implementation, curriculum evaluation, and curriculum development, indicating that rural teachers had a low level of curriculum leadership practices and lacked practical quality in implementing curriculum leadership
Summary
Since the second half of the 20th century, teacher leadership has gradually developed into international discourse. A longitudinal study of the ninth-grade Integrated Science Curriculum (ISP) developed and implemented by teachers of the science department of a public high school in a metropolitan school district in the southwestern United States for more than 25 years showed that ISP is the product of teacher curriculum leadership. It reflected how teachers with curriculum leadership respond to the needs of differentiated students without sacrificing the essential characteristics of the curriculum (Larkin et al, 2009). These teachers adopted teaching leadership to adapt to the teaching environment, so that they could overcome the challenges of teaching in an environment where resources were scarce and neglected, confirming the reality that teaching leadership was a key driving factor for multi-grade classroom teaching (Ramrathan and Ngubane, 2013)
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