| Since 1970 s,with the further advancement of school education reform,the principal has played a leading role in school culture improvement,teacher professional development,student learning,curriculum and teaching,and resource provision.The promulgation of the "Outline for Reform of the Basic Education Curriculum Reform(Trial)" in 2001 clearly stated that "the implementation of national,local and school curriculum management is to enhance the adaptability of the curriculum to local,school and students",“school curriculum implementation and the development and construction of the main position has become more obvious.”At the deepening stage of the new curriculum reform,the kindergarten director must take the responsibility of the curriculum leader.This paper is designed to study the curriculum leadership of kindergarten principals,and based on the theory of transformational leadership.The purpose is to explore the structure of the kindergarten director's curriculum leadership,and then construct curriculum indicators for kindergarten principal's leadership,and apply the system.The main content of the thesis is divided into the following seven parts:The first chapter is the Introduction.It mainly includes the research origin and significance,research purpose and content,research ideas and methods,research innovation and difficulties.The main purpose is to answer what the study is,why it was studied,how it was conducted,and how difficult it was to distinguish between this study and previous studies.The second chapter discusses the theory of curriculum leadership for kindergarten teachers.It mainly includes the definition of core concepts and related research summaries and reviews at home and abroad.The third chapter is concerning the structure research of kindergarten directors' leadership.Through an open-ended questionnaire for the 42 directors and interviews with 11 directors,a preliminary model for the leadership structure of kindergarten directors was established.The questionnaire survey method was used to collect data.The formal investigation was divided into two periods.The questionnaires were distributed to 165 directors in Wenzhou area,and 143 valid questionnaires were used as exploratory factor analysis for the first time.408 questionnaires were distributed to Wenzhou and Fujian Province for analysis of the secondary indicators for the second time.A total of 330 questionnaires were distributed to Fujian Province for the third time as a confirmatory factor analysis.The fourth chapter is about the construction of curriculum indicators for kindergarten principal's leadership.The exploratory factor analysis was used to extract the first-level indicators,and the principal components were analyzed to extract the secondary indicators.The confirmatory factor analysis was used to verify the index structure.The results show that the data is well-fitted,which further verifies that the curriculum leadership of kindergarten principals includes four dimensions: motivation for vision,charisma for leadership,intellectual stimulation,and personalized care.The fifth chapter is about the establishment of kindergarten teachers' leadership weights in curriculum.This paper mainly utilizes the analytic hierarchy process to calculate the first-level indicators,second-level indicators,and third-level indicators,and eventually built four first-level indicators,nine second-level indicators,and 36 third-level indicators.The sixth chapter is the application of curriculum indicators for kindergarten principal's leadership.In this paper,six kindergartens were selected to test results,and then the feasibility and operability of the research results were tested.The seventh chapter is about conclusions and recommendations.It mainly expounds the construction connotation and weight up result of curriculum indicators for kindergarten principal's leadership,and proposes several suggestions for the follow-up study so as to provide reference of relevant researchers. |
PDF Full Text Request