Current curriculum reform in Hong Kong puts a high premium on helping students to learn how to learn so as to promote their whole-person development and life long learning. To ensure the success of this reform, the Hong Kong Government has highlighted the importance of school leadership by allocating special funding to establish a curriculum leadership position in schools. These curriculum leaders are to play the major role of leading colleagues to accomplish school-based curriculum reforms. Thus the aim of this paper is to report a research study that uses the conceptual lens of micro-politics to investigate how three curriculum leaders from different primary schools performed this curriculum development leadership role. The principal finding is that curriculum leaders’ interpersonal skill is a critical factor facilitating school-based curriculum development. Practical and research implications for curriculum leadership and micro-politics are also discussed. Copyright © 2007 Australian Curriculum Studies Association Inc.
|Publication status||Published - Apr 2007|
CitationLo, Y. C. (2007). The micro-politics of curriculum leadership. Curriculum Perspectives, 27(1), 26-39.
- Teacher Education and Professional Development