From Vision to Action: A Principal's Curriculum Leadership, the Integration of ESG into School-Based Curricula, and Organizational Cultural Transformation—A Case Study of P Elementary School

This study explores the role of curriculum leadership in promoting effective education through designing and implementing school-based curriculum in South African secondary schools. Effective curriculum leadership facilitates the designing and implementation of a school-based curriculum that integrates societal context into the national curriculum. Literature suggests that effective education can be attained through the implementation of school-based curriculum and enhancing the responsiveness of education to the unique contexts of specific needs and challenges of the school and society. Presently, the school management teams, through the principal’s leadership, ensure that a school-based curriculum is developed and implemented. However, despite the critical importance of school-based curriculum in enhancing effective education, the South African Schools’ Act (SASA) does not include curriculum leadership as jointly responsible for designing and implementing a school-based curriculum with the school management team. As a result, this exclusion of curriculum leadership in the school management teams’ responsibilities of designing a school-based curriculum poses a potential obstacle to attaining effective education in schools. The study used the factor analysis approach to analyse data collected from 81 teachers in 40 secondary schools in the North-West Province. The findings reveal that curriculum leadership plays an insignificant role in designing school-based curriculum. Drawing on the finding this study concludes that failure to implement school-based curriculum through sound curriculum leadership practices could be an obstacle to achieving effective education in schools. Strategies for promoting school-based curriculum through curriculum leadership are therefore drawn and recommended for possible policy consideration and inclusion in the SASA.

Hong Kong has been considered as one of the world’s best performing school systems. Among the six factors attributing to the success of the educational system, three are related to decentralization of pedagogical decision-making and empowerment of school leadership and teachers. Teachers’ voices and their wisdom in decision-making processes in schools has become a prominent topic among policy makers and educators. In the last 40 years, international literature suggests that teacher leadership practices in school-based curriculum development (SBCD) as a form of school capacity building enhances teachers’ empowerment and their professional capabilities, which in turn may result in more effective student learning. This chapter reports a portion of the findings based on the interview data of a case study of school-based curriculum leadership in an elementary school in Hong Kong in 2007. The study adopted a design-based approach. Participating teachers engaged in cycles of planning the objectives of learning, experimenting on redesigning the lesson plans, and reflecting on practice lessons. Multiple data collection methods were adopted. Our findings show that a systematic approach in organizing curriculum development activities based on problem-solving approaches and a distributed leadership style among teachers can be effective in enhancing teacher learning in both curriculum leadership skills and powerful learning.

This research aims to know the implementation of School-Based Curriculum on the subject of Natural Science in Kelayu State Elementary School, in the District of Selong. The focus of the research is to explore the obstacles and the supporting factors in implementing the school based curriculum. This study employs the descriptive-qualitative method. The subjects of the research are the principal, the teachers, and the students. The research data were collected by conducting observation, interviews, and documentation study and analyzed qualitatively using the analysis technique of Huberman. From the result of the research, the researcher finds some descriptions about the implementation of the school-based curriculum. (1) The four state elementary schools have imposed the school-based curriculum since the academic year of 2007/2008. (2) Each school has not had complete instruments for the school-based curriculum. (3) The obstacles encountered by the schools are that (a) they lack the main text-books and other supporting books and the laboratory equipment both for the teacher and for the students in learning activities, which is overcome by asking the teachers to provide handouts and to create simple laboratory Natural Science equipment through Teacher Working Group (KKG), (b) most teachers have not well understood the assessment system in the school-based curriculum, which is overcome by sharing teaching experience in Teacher Working Group (KKG), (c) most teachers have not been accustomed to giving, correcting, and returning the homework to the students routinely, and (d) the students are not quite active in asking questions and expressing their opinions in the learning process. (4) The supporting factors in implementing the school-based curriculum are that (a) some schools have had complete equipment for laboratory practice of Natural Science to have the students understand the teaching materials easily, (b) the principal gives enough attention to the school-based curriculum and monitors the implementation of it, (c) complete sports facilities are available, and (d) the school environment is rich in the learning sources. In general, there are no different phenomena in the implementation of the school-based curriculum in the four state elementary schools in Kelayu such as South Kelayu Elementary School 1, South Kelayu Elementary School 2, North Kelayu Elementary School 1 and North Kelayu Elementary School 2 regarding the learning process, technical operation, and the availability of learning supporting facilities, whereas the most different factors in the four schools are found in the aspects of collaboration and internal culture of the schools.Keywords: The Implementation of (KTSP), Natural Science (IPA)

This study was to investigate the school-based curriculum development for aboriginal elementary schools in Hualien County. The main purposes were: to understand the current status of the school-based curriculum development for aboriginal elementary schools in Hualien County; 2. to understand the obstacles and coping strategies of the school-based curriculum development for aboriginal elementary schools in Hualien County; 3. to analyze the differences among the aboriginal for elementary schools by school size and area; 4. to porpose suggestions for educational administration agencies and aboriginal schools to improve school-based curriculum. reference according to the research findings. This study adopted the questionnaire survey method. The samples, comprised of 498 subjects in total, were randomly selected from educators of aboriginal elementary schools in Hualien County. The valid returned samples were 410 and the rate was 82.32%. A self-designed questionnaire “The Questionnaire of School-based Curriculum Development for Aboriginal Elementary Schools in Hualien County” was administesed to collect data. Frequency distribution and Chi-square test were adopted for data analysis. The major findings of this study : 1.The operation of the school-based curriculum in aboriginal selective elementary schools in Hualien County mostly conformed to the regulations. 2.The schools with the size less than 6 classes and located in the southern district had the most concern of the school-based curriculum which was based on aboriginal cultures. 3.The educational backgrounds of the educators in aboriginal schools in Hualien County had been greatly improved. However, regarding the school-based curriculum development, most schools were not compliant with the content of their tribes and cultures. According to the findings, the researcher made following recommendations for the educational administration agencies, schools and further studies: 1.Educational administration agencies should implement the evaluation system properly. The development of school-based curriculum should be compliant with the content of their tribes and cultures. 2.The aboriginal schools should focus on the current school-based curriculum to establish distinctive features of aboriginal schools. 3.The aboriginal school teachers should cultivate themselves with multicultural literacy in order to implement the school-based curriculum smoothly.

Purpose: The purpose is to examine how recent conservative cultural political shifts have affected the meanings of curriculum leadership in schools. The author examines four principals in the wake of the No Child Left Behind Act and other related policies and trends. Design: This is a critical ethnographic study of principals’ curriculum leadership in four northeastern U.S. elementary schools. All four principals were highly aware of the politics surrounding curriculum decision making, pedagogy, and assessments. The researcher conducted monthly observations and interviews with the four principals, teachers, parents, and students from the fall of 2003 to the spring of 2006. Furthermore, interviews were conducted with the superintendent and community members who were involved in curriculum issues. Findings: Drawing on a theoretical framework at the intersection of educational leadership, curriculum theory, and cultural politics, the data revealed two categories of curriculum leadership in a conservative era—namely, new professional curriculum leadership and critical curriculum leadership. These curriculum leadership categories emerged over time and were constructed in relation to “other” curriculum leaders and broader cultural political shifts. Implications and Significance: There is growing interest in curriculum leadership among educational administration and curriculum scholars as well as practitioners. Although instructional or curriculum leadership has been studied extensively in educational administration, these studies do not explicitly consider curriculum theory or the role of politics. In curriculum studies, leadership has received little attention. Findings from this study suggest the need for a new field of curriculum leadership at the intersection of educational administration and curriculum studies.

The local culture of Shandong Province with unique characteristics provides valuable resources for the development of school-based Chinese curriculum in middle schools. From a cultural perspective, a school-based curriculum injects impetus for the times transformation and innovative development of local culture. From the curriculum perspective, the integration of local culture is conducive to expanding the curriculum extension. Meanwhile, the integration of school-based curriculum and local culture improves students' comprehensive quality, which has been practiced in primary and secondary schools in Shandong. The path of integrating school-based Chinese curriculum into local culture in middle schools in Shandong Province should be considered from many aspects such as curriculum form and curriculum content. The development of a school-based curriculum should follow the principles of comprehensiveness, instrumentality, humanism and practicality with a clear concept of curriculum development. Besides, attention should be paid to curriculum evaluation to realize their organic integration to the greatest extent.

The purpose of this study is to investigate the implementation of School-based curriculum (SBC) in elementary schools in Taiwan. A national survey, using 386 principals and l945 directors from elementary schools throughout Taiwan (including Kinmen and Matsu), was conducted to explore the status quo and insights. The results indicated that: (1) 2l.96% of the respondents claim that their schools have SBC, with 1000 programs implemented; (2) SBC developed along with social trends and technological advancements; (3) among 1000 programs, Computer Education and English play an important role in various forms of integrated curriculum; (4) programs focusing on the beliefs and activities of local community (11.1%) are tailored according to the needs of schools; (5) schools' devotion in Nine-year-curriculum-reform can be reflected in the curriculum that follows government's policy. The findings imply that the spirit of Curriculum Autonomy in the development of SBC appears to be obvious; furthermore, curriculum is in the process of Restructuring with a potential consensus Knowledge-based-instrumentalism. Consequently, more Important Issues are incorporated into Quasi-curriculum and make learning more versatile in forms and contents. In the reform of curriculum, the twenty first century sees the hope of Quality Education.

國小「社區藝術地圖」課程與創新教學之行動研究

List of Tables and Figures Preface Acknowledgments About the Authors 1. Defining Curriculum Leadership Getting Started Defining Curriculum Leadership Organizational Phenomena Influencing Curriculum Leadership Rethinking the Education Hierarchy Final Thoughts Discussion Questions Case Study Application: Stand and Deliver 2. A Curriculum Leadership Journey ISLLC Standards and Curriculum Leadership Final Thoughts Discussion Questions Case Study Application: Principal Wonkermann?s Late Afternoon Experience: De Ja Vu All Over Again 3. Principal Expectations as Curriculum Leader Shoot Low, Expect Less Understanding Principal Expectations in Curriculum Development Principal Expectations in the Curriculum Leadership Role Final Thoughts Discussion Questions Case Study Application: Who?s the Turkey This Thanksgiving? 4. The Principal?s Role in Curriculum Change and Innovation Constructive Change = Positive Growth The Basis for Change and Why It Is So Necessary Why We Resist Change How to Overcome Resistance to Change The Change Process in Curriculum Development Final Thoughts Discussion Questions Case Study Application: It?s a Real Puzzle to Me! Managing Change Tolerance Test 5. Curriculum Leadership in Action The Role of the Principal in Curriculum Design and Development The Challenges of Leading Curriculum Leadership Through Walker?s Deliberative Model of Curriculum Development Enacting the Deliberative Model of Curriculum Development Final Thoughts Discussion Questions Case Study Application: Who Decides What and How? 6. Where the Action Is: Building Relationships with Teachers Leadership and Followership: You Can?t Have One Without the Other 10 Curriculum Leadership Building Blocks for Preventing and Treating Arrested Teacher Development Final Thoughts Discussion Questions Case Study Application: Zachary School Case Study 7. Systematically Integrating Curriculum and Instruction The Role and Vision of the Principal in Defining Curriculum and Instruction Integrating Curriculum and Instruction Five Steps to Successful Curriculum Integration The Integration of Curriculum and Instruction: How Relevance and Interest Help Students Become Better Learners The Principal?s Role in Curriculum Integration Final Thoughts Discussion Questions Case Study Application: Well, It?s the State Mandated Curriculum! 8. Professional Learning and Curriculum Leadership Teaching and Learning Building Teacher Capacity Four Factors Impacting Professional Learning Final Thoughts Discussion Questions Case Study Application: Professional Learning at Sandy Shores School 9. The Principal and Legislated Learning: Working the System and the Prospects of Curriculum Renewal Curriculum Leadership and Legislated Learning The Principal in the Process of Curriculum Renewal and Change Toward Change and a Renewed Curriculum High-Stakes Testing, Curriculum Renewal, and Educational Practice Curriculum Theory and the Renewal Process Final Thoughts Discussion Questions Case Study Application: It's All State Mandated Anyway! Part II: A Principal Returns From the Annual Summer State Leadership Academy 10. Trailblazing Digital Curriculum Leadership 101 Trailblazing Let?s Talk Technology Standards A Voice From the Field The Quaker Digital Academy Story Looking Forward Final Thoughts One More Thing Discussion Questions Case Study Application: My School and the NETS A Informal NETS A Principal Profile Campus Evaluation Instrument Epilogue References Index

Elementary and secondary schools call for different leadership due to their different organizational features. To explore the difference between the principal leadership of elementary and secondary schools with respect to structure and effectiveness, this paper analysed data from 1,313 elementary and 613 secondary schools in China. Based on the factors analysis, this paper uncovered two different leadership structures, i.e. Instruction and Curriculum, Organization and Participation, and External Relations for elementary schools, and Instruction and Curriculum, Visibility and Direct Participation, and Organization and Management for secondary schools. It showed that Instruction and Curriculum is the basic leadership component at both school levels. However, the difference in structure lies in the routine administrative tasks, i.e. elementary school teachers can distinguish between principals’ tasks inside and outside school, but secondary school teachers can tell principals’ direct connection from other tasks. To further explore the effectiveness of principal leadership, we used a hierarchical linear model to examine the relationship between principal leadership and five school outcomes. We found that Instruction and Curriculum is more closely connected to school outcomes than other factors. Moreover, the other four factors all have significant impacts on teachers, but significant impacts on students only appear in elementary schools.

This study aims to investigate and explore school-based curriculum in teaching English at One Elementary School related to the curriculum policy and curriculum instructional of English as a local content in Elementary School. This case-study research employed interview, observation, document analysis and logbook to collect the data about the development and implementation of school-based curriculum (SBC) in teaching English at one elementary. The participants of this study are vice-principal of curriculum affair, teacher of English and student. Evidence from all data sources shows that between the development and implementing are not balance because the instructional documents, facilities, teaching-learning process are not supported each other. In conclusion, all of the aspects in developing and implementing SBC in teaching English at Elementary School should be reviewed and improved.

The implementation of Kurikulum Merdeka in Indonesia emphasizes curriculum adaptation based on students’ needs, institutional characteristics, and local contexts. Key mediating principles—focus, alignment, and flexibility—guide curriculum execution across classroom, school, district, and national levels. This study investigates school principals’ perceptions of these principles and explores their mediation strategies in preparing for curriculum implementation.This qualitative exploratory case study involved nine purposively selected principals from elementary, junior high, and senior high schools in three residencies of Central Java (Semarang, Pati, and Pekalongan). Data were collected through semi-structured interviews and document analysis, then analyzed using Miles and Huberman’s interactive model. Triangulation, member checking, and expert validation were employed to ensure credibility and trustworthiness.Principals demonstrated positive perceptions of the Kurikulum Merdeka’s mediating principles. At the classroom level, strategies focused on student-centered learning and literacy activities. At the school level, internal collaboration and professional learning communities supported alignment with local needs. District-level mediation involved cooperation with education offices and stakeholder forums. At the national level, principals simplified policy directives through infographics and digital media. Curriculum leadership played a central role in aligning policy with practice.The study highlights how curriculum leadership facilitates the integration of national policies into local school contexts through multi-level mediation strategies. Differences in implementation were noted across school levels, particularly in stakeholder engagement and assessment practices.To ensure sustainable and contextual implementation of Kurikulum Merdeka, targeted curriculum leadership training—especially for elementary school principals—is recommended.

This study is mainly to research on the relationship among elementary school principals' curriculum leadership, teachers' teaching belief, teachers' innovation teaching behavior and elementary school students' creativity tendency. The researcher took 2 teachers (Grades 5 and 6) and 6 senior students (Grades 5 and 6) each from 82 public elementary schools in Hsinchu County as the surveying samples. The research results are showed as follows: 1. The results also showed a significant correlation among principals' curriculum leadership, teachers' teaching belief and teachers' innovation teaching behavior. 2. There was no such significant correlation among principals' curriculum leadership, teachers' teaching belief, teachers' innovation teaching behavior and elementary school students' creativity tendency. 3. Educators should inspect the strategies and manners of current curriculum leadership and innovation teaching and think how to provide the learning chances of using imagination to students, so as to promote the development of students' creativity tendency.

Evaluation of a brief school-based e-cigarette prevention program for elementary school students.

The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value of the times; (iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.