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Leadership of vocational high school principals in curriculum reform: A case study in Taiwan
ARTICLE

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International Journal of Educational Development Volume 28, Number 6, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This research attempts to comprehend the traits and behaviors of vocational high school principals in implementing curriculum reform. In-depth interviews with experienced principals of three vocational high schools sought to identify the leadership roles and tasks that led to successful curriculum reform for vocational high school programs.Key interview findings are that curriculum leadership roles of vocational high school principals can be classified into advocate, navigator, coordinator, consolidator, mentor, caretaker, monitor, and feedback provider. The curriculum leadership tasks for principals can be categorized into shaping school vision, constructing organizational operation, providing and integrating resources, facilitating coordination and communication, leading curriculum design, cultivating curriculum specialization among staff, building organizational culture, solving implementation problems, conducting supervision, and promoting curriculum evaluation.

Citation

Hsiao, H.C., Chen, M.N. & Yang, H.S. (2008). Leadership of vocational high school principals in curriculum reform: A case study in Taiwan. International Journal of Educational Development, 28(6), 669-686. Elsevier Ltd. Retrieved May 29, 2020 from .

This record was imported from International Journal of Educational Development on January 28, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2007.12.002

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