Intension, Current Implementation and Improvement Path of Instructional Leadership: A school Case of Hong Kong

This paper aims to analyze the implementation status of instructional leadership of a HK primary school that benefits in mid-ranking and mainly uses instructional leadership to develop their curriculums. Instructional leadership is the result of introducing leadership concepts into the teaching field, and it reflects the changing trend of school management to a certain extent. At present, the research on instructional leadership is limited to the principal's leadership, which limits the overall function of instructional leadership. By investigating the actuality of school and the implementation of school policies and programs, the paper deeply analyzes the existed problems in a Hong Kong school and offers optimization suggestions: strengthen the school distributive leadership construction, promote the professional development of teachers and curriculums, establish a diversified evaluation system, develop an organizational culture of democratic cooperation and improve the curriculum leadership of principals.

Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China

Teacher curriculum leadership is in urgent demand to promote the sustainable advancement of curriculum reform, and an important guarantee for the sustainable development of students. It is of important theoretical and practical significance to clarify the influencing factors of the use and the development of teachers’ curriculum leadership. Based on Lewin’s field dynamic theory, this study conducts a multiple linear regression analysis on the data of 19,521 primary and secondary school teachers in 20 provinces of China, and investigates the influencing factors of teacher curriculum leadership from individual and school fields. The results show that individual field factors are the driving force for teachers to exert and develop curriculum leadership. When teachers have internal leading motivation, the school environment becomes an important inducing force. This finding confirms the realistic rationality of the field dynamic theory, and provides a clear direction for formulating relevant policies and practical plans for enhancing teacher curriculum leadership. That is, it is necessary to fully stimulate the internal motivation of teachers for curriculum leadership, but also to create a school environment for teachers to exercise and develop curriculum leadership.

Going Deeper into Curriculum and Pedagogical Activity

This chapter takes a deeper dive into curriculum and pedagogy as these are defined and applied within education. Here terminology like pedagogy, curriculum, leadership (including leadership teams) and education itself are defined in terms of a particular ‘educational’ interest. Such an approach also features a mediation among state and national standards and the needs and interests of children. This approach sees the task of educating children as necessarily occurring in the pedagogical relation between teacher and student in classrooms and between formal leader/principal and teacher in schools and between district leader/superintendent and principals. We recognize the value of understanding the foundations of education developed in earlier times of political and cultural uncertainty. We explicitly define key terms for education, curriculum, pedagogy and leadership in school development using foundational understandings amidst the contemporary situation. Application of the concepts is explored through case studies.

Reimagining Curriculum Leadership During a Pandemic

This essay details ways in which curriculum leaders can critically engage with contemporary needs to produce a “becoming-curriculum”—with lines of flight breaking free from prescriptive, reductive triangulations—by opening curriculum to present and future (rather than past) realities. Evolutionary theory, the work of Deleuze and Guattari, and culturally responsive leadership can help to reconceptualize curriculum studies and community-based education. As we prepare students for an unknowable future, how can we better care for the actual students and communities in front of us rather than the potential lives of abstract, future adults?