Navigating Pedagogical Self Efficacy in Attaining Curriculum Leadership in Kindergarten Teacher

Abstract

The eighth basic education reform has made the curriculum more adaptable, and schools and kindergartens also have the right and responsibility to develop curriculum.The curriculum leadership of kindergarten teachers was the core of their leadership.This article delved into the impact of kindergarten teacher curriculum leadership on pedagogical self efficacy. Assessment of the respondents on their curriculum leadership components in kindergarten. Difference in assessment of the respondent on characteristics components of curriculum leadership in kindergarten. Assessment of kindergarten teachers’ pedagogical self-Efficacy. Explored the correlations between the assessments of kindergarten teachers’ curriculum leadership and the assessments of teachers’ pedagogical self-Efficacy. This article also discussed the potential ethical considerations in the curriculum leadership and pedagogical self efficacy of kindergarten teachers, such as data privacy concerns, algorithmic biases, and the digital divide. Finally, proposed the appropriate strategies to improve the kindergarten teachers’ curriculum leadership and pedagogical self efficacy. Through these analyses, will attract future researchers to pay attention to the curriculum leadership and pedagogical self efficacy of kindergarten teachers, and enable more and more people to recognize the actual teaching work of kindergarten teachers. Helping to improve teachers' curriculum leadership and pedagogical self efficacy, helping them effectively achieve teaching goals, and then subtly influencing the leadership work of others or themselves, ultimately forming a curriculum learning community through equal cooperation, and developing teachers' curriculum decision-making ability