Impact of a school-based curriculum leadership innovation upon teachers and pupils: A case study in Hong Kong

This study is designed to investigate the impact of a curriculum leadership project financially supported by Quality Education Fund on teacher development and pupil learning within the tradition of school-based curriculum development in a primary school in Hong Kong. Teacher and pupil interviews are conducted to evaluate the extent that teacher engagement in curriculum decision-making processes within a school-based structural approach has led to teacher professional development. Pupils’ perspectives about how the innovation is perceived are to be collected in order to extend out understanding of the underlying principles in implementing curriculum changes in schools, in particular the role of pupil feedback. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, implementing and reflecting (PIR model) upon curriculum practice and innovation under certain conditions. However, the complexity of these conditions – the structures and processes that were established for involving teachers in curriculum decision-making processes needs further empirical and theoretical work.