Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 1 of 1
-
ItemCurriculum leadership: as envisaged, perceived, enacted and experienced: a case study of a Catholic secondary college( 1998)This study explored the dimensions of the curriculum leader role in a Secondary Catholic College. For the purpose of this study, curriculum leaders were identified as official members of the Curriculum Development Team (CDT) including Key Learning Area Coordinators (KLACs), Enhancement Learning Coordinator, VCE Coordinator, Professional Development Coordinator and the Curriculum Coordinator. The study adapted Goodlad's (1979) 'curriculum inquiry' framework to illuminate the various realities of curriculum leadership within the organisation. Employing a qualitative research approach the investigation examined curriculum leadership as: � envisaged by the Founder and the senior administration of the school � perceived by the school's curriculum leaders � enacted by the school curriculum leaders � experienced by members of Key Learning Area Teams within the school In addition, the study identified factors that impact on the degree of congruency existing between the various held realities of curriculum leadership within the organisation. Sergiovanni's (1984a) 'forces of leadership', including cultural, symbolic, educational, human and technical forces were introduced into the study as benchmarks in which curriculum leadership is definable. The findings of this study provide a rich portrayal of both the shared and unique understandings of the dimensions of the curriculum leadership role within the organisation. Whilst the understanding of the curriculum leadership role as envisaged was highly congruent with that perceived, these realities differed significantly from those enacted and experienced. The findings of this study are supportive of the work of Hargreaves (1989) who asserts that "the work cultures of teachers work are profoundly influenced by the work structures of teaching" (p.46).