A Study of Kindergarten Directors’ Behavior on the Curriculum Leadership in Taipei

[[abstract]]The purposes of this study are to explore the behavior of kindergarten directors’ curriculum leadership in Taipei, and to analyze their attitude about the curriculum leadership by the directors’ background. Meanwhile, the correlations between their attention on curriculum knowledge and the degree of actual accomplishment on curriculum leadership have also been examined. The method of this study based on the questionnaire survey guided by the theoretical framework developed from archive research. The valid samples of the questionnaire contain 254 directors and the valid return rate is 95.49%. The statistical methodology used in this study including descriptive statistics, factor analysis, independent sample t-test, one-way ANOVA, Scheffe’s method and Pearson product-moment Correlation. According to the results of statistical analyses, the major findings in this study are as follows: 1.Kindergarten directors with different background in Taipei have medium degrees about the attention of curriculum knowledge and the actual accomplishment on curriculum leadership. 2.The degrees of attention on curriculum knowledge are higher than the degrees of the actual accomplishment in curriculum leadership for the kindergarten directors in Taipei. 3.The degrees of attentions on curriculum knowledge in curriculum leadership have been affected by the four background variables of the kindergarten directors in Taipei, including their age, seniority in early childhood education, directors’ service years, and kindergarten category of public or private. 4.The degrees of their actual accomplishment in curriculum leadership have been affected by the four background variables of the kindergarten directors in Taipei, including their age, seniority in early childhood education, directors’ service years, and kindergarten category of public or private. 5.It presents positive correlation for the relationship between the degrees of their attention curriculum knowledge and their actual accomplishment in curriculum leadership. Finally, some suggestions have been proposed for educational guidance in this study.