Abstract
Teacher curriculum leadership is in urgent demand to promote the sustainable advancement of curriculum reform, and an important guarantee for the sustainable development of students. It is of important theoretical and practical significance to clarify the influencing factors of the use and the development of teachers’ curriculum leadership. Based on Lewin’s field dynamic theory, this study conducts a multiple linear regression analysis on the data of 19,521 primary and secondary school teachers in 20 provinces of China, and investigates the influencing factors of teacher curriculum leadership from individual and school fields. The results show that individual field factors are the driving force for teachers to exert and develop curriculum leadership. When teachers have internal leading motivation, the school environment becomes an important inducing force. This finding confirms the realistic rationality of the field dynamic theory, and provides a clear direction for formulating relevant policies and practical plans for enhancing teacher curriculum leadership. That is, it is necessary to fully stimulate the internal motivation of teachers for curriculum leadership, but also to create a school environment for teachers to exercise and develop curriculum leadership.
Highlights
Teacher leadership has always been considered to play an important role in the sustainable promotion of teacher professional development [1,2,3] and school reform [4], and has been widely considered in academic and practical circles
Model 3 adds variables representing school field factors on the basis of Model 2, and the explanatory power of the model rises to 72.8%
The results show that the application and development of teachers’ curriculum leadership are significantly affected by the comprehensive influence of the individual and the school fields
Summary
Teacher leadership has always been considered to play an important role in the sustainable promotion of teacher professional development [1,2,3] and school reform [4], and has been widely considered in academic and practical circles. Relevant researches have achieved rich results in the conceptualization [5], classifying development level [6], and exploring practical paths [7] of teacher leadership. Clarifying the influencing factors that promote or inhibit teacher leadership and proposing effective strategies for teacher leadership development have increasingly become important issues in the educational field [4]. Studying the influencing factors of teacher leadership is of great theoretical significance and practical value. Current researches on the influencing factors of teacher leadership are mainly reflected in three aspects: Firstly, affirming and analyzing the promotion effect of principal’s support on teacher leadership.
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