Grappling with curriculum leadership theory in schools

Abstract

The inception of the “Thinking Schools, Learning Nation” policy initiative in 1997 was a precursor to a myriad of rapid, wide-ranging and deep-changing education reforms in Singapore. This policy initiative received a further boost with the introduction of another major policy initiative, coined Teach Less, Learn More in 2005, which saw further comprehensive reforms in education. In the context of Teach Less, Learn More, schools are expected to satisfy the needs of multiple school stakeholders, namely policy makers, parents and community members. The challenge for school leaders and teachers is to provide appropriate educational curricula that satisfy these needs. School leaders are to mobilise and optimise physical and human resources towards shared organisational goals pertaining to the development of relevant school curricula in increasingly complex educational contexts – within and outside schools. It is therefore understandable that contemporary school leaders have to use more time and energy in managing these increasingly fluid and cross-boundary relationships. It is thus not surprising that school leaders resort to distributed leadership, where leadership decisions are delegated and shared with other staff members beyond the purview of school principals.