A Case Study On The School Field And Disciplinary Matrix Of Teachers’ Curriculum Leadership

Instrumentalism-oriented curriculum study has highlighted its limitations facing the complicated school education, as promoting of curriculum reform and the rising of school-based curriculum development, school curriculum leadership and teacher professional development is becoming a concerned curriculum issue for educational study. Especially, the new curriculum reform advocate decentralizing the power of curriculum management, the importance of curriculum leadership is increasing, teachers’curriculum leadership has become widely expected. In the process of school curriculum development, knowing the school field and disciplinary matrix of teachers’curriculum leadership is important for in-depth understanding teacher development in school curriculum development.From the perspective of culture-personal, the study adopts field methodology,focuses on understanding the school field and disciplinary matrix of teachers’curriculum leadership, and explains the reasons of the behavior of teacher curriculum leadership. Researcher mainly adopts the ethnographic research method. Primary school E and primary school F are chosen as the units of analysis, two curriculum leaders as the main objects of study. By the means of depth interviews, participant observation and document analysis, the study shows the lead behavior of teacher curriculum leader in professional learning community, also analyzes curriculum leadership of the school field and disciplinary matrix, interpretes them and gives relevant suggestions for improvement.Introduction mainly presents the background of this study, including domestic and international current research and the study method, and describes the analytical framework of this study.The first chapter, which is the part of literature review, introduces the theory of teachers’curriculum leadership, including leadership theory, curriculum leadership theory and teacher leadership theory, furthermore defining the relevant concepts.ChapterⅡandⅣdescribe the field of primary school E and primary school F. From four aspects of school system, structure, vision and culture, the researcher analyzes and explains the different leadership styles of principals in two primary schools.ChapterⅢandⅤare the core part of this study. The researcher introduces disciplinary matrix of teachers’curriculum leadership in two primary schools. The content concretely includes the specific characteristics, motivation and power of teacher curriculum leader, the role and impact of teachers’curriculum leader in professional learning community. ChapterⅥis the conclusions and recommendations. This study finds that teacher curriculum leaders are starting the fulcrum of teacher professional community development. The suitable field for curriculum leaders to grow has obvious features that can be reflected in the school culture, system, structure, vision, etc. In different cultural contexts of schools, teachers’curriculum leadership showed different characteristics, therefore, teachers’curriculum leadership is a school-based task, rather than simple copying. In addition, each behavior of teachers’curriculum leadership is influenced by motivation of the leaders, school field, teacher community relations. Principal’s curriculum leadership influences teachers’curriculum leadership. Informal teachers’curriculum leadership will not spontaneously generate, but need the school to offer growing soil.The study suggests that to create a good field for teachers’curriculum leadership, we should pay attention to the construction of school culture, develop incentives and promote the downward movement of the school curriculum power. Moreover, strengthen principals’curriculum leadership and pay close attention to personal awareness of teachers, especially for their own professional development and the impact of leadership to enhance the effectiveness of teachers’curriculum leadership.