Abstract
The school as a social variable is an important driver and agent of change. At its heart is the curriculum, which gears the school of different teaching-learning experiences as well as supporting activities that also contribute to the overall school experience. Curriculum, as a knowledge, equates to the stakeholders transmitting the content developed to the learners; as a process, involves the stakeholders in the actual teaching-learning practice; and as a product, is what the students have been equipped with— knowledge, skills, and values. All approaches underpin the involvement of various stakeholders in the school as an organization. The relationship between curriculum and stakeholders has been sought out, however, in the deeper context of the unseen curriculum, it is yet to be properly scrutinized. This paper attempts to review the hidden relationship between the school as an organization and the curriculum. An implication and future direction are drawn out from the existing pieces of literature.
Highlights
The curriculum has played a part in many academic institutions
The above-mentioned pieces of information provided by the various authors give the researchers a view of a different relationship between organizational structure and the hidden curriculum, i.e, one that focuses on the power relationship and order between the stakeholders and the authority, and the intricacies of the perceived values, especially about responsibility, decision-making accountability, and respect for authority
These overlapping spaces between the direct and indirect role of organizational structure and the school's view of the learning process seem to create a sphere of influence for the hidden curriculum
Summary
The curriculum has played a part in many academic institutions. It is the heart of many classrooms and the soul of the teachinglearning process because it drives many pedagogical and instructional functions within an academic institution. This establishes linkage about the relationship between leadership in the perspective of organizational structure and Glatthorn et al (2019) believed that such leadership practice is important in reforming a quality www.ijsshr.in written curriculum.
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