Principal facilitator behaviour in curriculum implementation

Abstract

In the past ten years the emergence of studies in the area of effective schools has focused a good deal of attention on the role adopted by principals in the process of change. Few can deny the importance of this role in the development and implementation of new/changing curriculum statements. This is especially noticeable in schools that are part of a large 'centralised' system.

This study is concerned with the role adopted by four principals in schools in Wollongong N.S.W. where a new syllabus in Writing K-6 was being implemented. It examined the implementation activities used and then focused specifically on the role adopted by the principal in that process.1

To enable the success or otherwise of the implementation activities to be identified, the C-BAM techniques developed by Hall, Hord et al were modified and used. The role adopted by each of the four principals was then considered in an effort to identify the contribution it made to the implementation activities.

The findings suggest that the principal does play a significant role in Curriculum Implementation and that he/she needs additional skills and understandings to enable the process used to be successful. It is recommended that the C-BAM techniques would be one useful tool that principals could use.

Date of Award	1991
Original language	English
Supervisor	Mike GAFFNEY (Supervisor)