Who really leads and manages the curriculum in primary schools? A Hong Kong case-study

Chi Kin John LEE, Clive DIMMOCK, Tai-Yuen AU YEUNG

Research output: Contribution to journalArticles

10 Citations (Scopus)

Abstract

Surprisingly little is known about the micro-leadership and management of the curriculum within schools. This study first applies a purpose-designed set of research instruments to penetrate the micro-workings of school decision-making in curriculum, teaching and learning. Second, it reports the findings from an application of the instruments in six Hong Kong primary schools. In regard to the principal's influence on curriculum, teaching and learning, in four of the six case-study primary schools, the principal's influence was deemed to be direct. This finding stands in contradistinction to the existing body of evidence – gathered mainly from secondary schools – that emphasises the indirect effect of principal leadership. In regard to the second question, concerning the general patterns of within-school curriculum decision-making, leadership and management, there appears to be a high degree of conformity across the six case-study primary schools. Copyright © 2009 British Curriculum Foundation.
Original languageEnglish
Pages (from-to)3-26
JournalCurriculum Journal
Volume20
Issue number1
DOIs
Publication statusPublished - Mar 2009

Citation

Lee, J. C.-K., Dimmock, C., & Au Yeung, T.-Y. (2009). Who really leads and manages the curriculum in primary schools? A Hong Kong case-study. Curriculum Journal, 20(1), 3-26. doi: 10.1080/09585170902763973

Keywords

  • Curriculum leadership
  • Curriculum management
  • Primary school
  • Hong Kong

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