[[alternative]]Multiple-case study of junior high school administrative leaders as curriculum leaders

[[abstract]]The major purposes of this research are to explore how school administrators help teachers to participate in the development of school curriculum as well as to examine the factors that influence school administrators as curriculum leader. Based on literature review, the researcher first clarified the conceptual framework of curriculum leadership, the meaning of the reconception of curriculum leadership. Then, applying qualitative research methods, the researcher examined the related factors that affect school administrators’ curriculum leadership. Taking two junior high school administrative leaders as research subjects, interviews, supported with observations of curriculum committee meetings and analysis of school documents, were applied as the major technique to collect evidences about the issues involved in the curriculum leadership of school administrators. According to the literature review and field study, the findings of this studies are as followed: (1) Both participant administrative leaders experienced the “threat-diversion-conversion” cycles that had contributed to the constant school curriculum development and improvement. In order to build a platform for teachers to develop school-based curriculum and to enhance the quality of their curriculum decisions making under these cycles within the different contexts, both two administrative leaders tried to elicit teachers’ willingness and aspiration, to encourage peer communication and coordinative networks, to form a professionally learning community. However, the two administrative leaders always felt they did not have enough time to deal with the complexity involved in school-based curriculum development as well as to enact their ideal curriculum developmental plan. (2) While most school teachers were still unfamiliar with related school-based curriculum conceptions, the participant administrati