An Empirical Study On Curriculum Leadership For Rural Primary School Teachers

With the development of educational reform,the research of teachers’ curriculum leadership has been paying more and more attention.In school education,the quality of education is closely related to the professional quality of teachers.Teachers’ participation in curriculum reform plays a key role in the development of schools and the improvement of educational quality.Teachers’ ability directly affects the students’learning effect.Therefore,to improve the leadership of teachers’ curriculum is the need of upgrading the curriculum of basic education in China.Contemporary education has the characteristics of openness,democracy and innovation,which requires teachers to review the curriculum development and actively participate in curriculum reform in the light of the background of the times.The role of teachers should be changed from traditional passive executors to active researchers to promote curriculum evolution and teaching deepening.As the main force of balanced development of basic education to high quality,rural primary school teachers play an important role in the historical process of promoting the development of rural education.It is obvious that understanding the current situation of curriculum leadership of rural primary school teachers,discussing the influential factors,and finding out the development mechanism of curriculum leadership of rural primary school teachers.There is no doubt that it is meaningful to improve the curriculum leadership of rural primary school teachers.Based on the distributed leadership theory and curriculum leadership theory,this paper constructs the "five forces" model of rural primary school teachers’ curriculum leadership.This paper uses self-made questionnaire to investigate the current situation of teachers’ curriculum leadership development in six rural primary schools under the background of the new curriculum reform of M County S City in Henan Province.And use SPSS 22.0 statistical software of correlation and regression to analyze the results of the questionnaire,in order to clarify the influential factors of rural school teachers’curriculum leadership,and put forward feasible suggestions on how to improve their leadership.Based on the results of statistical analysis,the main conclusion are as follows.Firstly,Rural primary school teachers’ curriculum leadership is in the middle level,between 3.5-4.0 points,the order of each item is curriculum evaluation ability>curriculum design ability>curriculum reflection ability>curriculum implementation ability>curriculum cognition ability.Secondly,there were significant differences in position and education background of rural primary school teachers’ Curriculum Leadership(4.9≤F≤15.4,P<0.05).There were significant differences in gender,teaching years and professional title only in curriculum cognition,curriculum implementation and curriculum design,but no significant differences in teaching subjects.Thirdly,there is a significant negative correlation between teachers’ factors and school factors and rural primary school teachers’ curriculum leadership.Taking teachers’curriculum leadership as the dependent variable y,influential factors as the independent variable X,the regression model of Y and X is established:Y=5.398-0.139X1-0.395X2(Y:Rural primary school teachers’ curriculum leadership score;X1:teachers’ influential factors;X2:school influential factors).There is a causal relationship between the influential factors and teachers’ curriculum leadership.Among which school factors,they have a greater impact on curriculum leadership for rural primary school teachers.Further analysis of the factors that affect the curriculum leadership of rural primary school teachers,the main factors from teachers themselves are:low sense of ownership of teachers’ curriculum leadership,insufficient ability of teachers’ curriculum leadership,and less knowledge reserve.The factors from school management:large constraints of school system;less cooperation and communication of teachers;poor performance of training projects.Based on the conclusion of this paper,the author puts forward some suggestions to improve the curriculum leadership of rural primary school teachers from the two levels of teachers and schools.Teachers should actively improve their awareness and professional quality of curriculum leadership,strengthen reading and enhance curriculum reflection.The school should establish and improve the relevant curriculum system as soon as possible,increase the strength of teacher training,and establish a positive,upward and cooperative teacher team.