SECONDARY SCHOOL SCIENCE TEACHERS’ LEADERSHIP AND CURRICULUM IMPLEMENTATION

Chaitali Sarangi, S. Mishra

Abstract


Looking to the changing scenario of education to meet the growing demands in the education system not only administrators and principals but teachers also need leadership qualities. This paper presents a meta analysis of various work carried out on leadership qualities of secondary school science teachers and its requirement for curriculum implementation. Emphasis is being given to the study of various characteristic of leadership and the ways in which it helps the secondary school science teachers for bringing, adapting and implementing the curricular changes. It provides suggestive measures that it is the need of the hour for teacher educators, administrators, as well as for the teachers in general and secondary school science teachers in particular to inculcate leadership qualities within themselves to meet the changing scenario of curricular needs. Finally, the paper concludes that though various work has been carried out on leadership qualities of principals, administrators and curriculum framers, secondary school science teacher’s leadership qualities and its influence on curriculum implementation has remained an unexplored area and needs research attention.

Keywords


Leadership qualities, Secondary school, Science teacher, curriculum implementation

Full Text:

PDF

References


Atkin, J. M., & Black, P. (2003). Inside science education reform: A history of curricular and

Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—Or might be—The role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25, 6–8, 14.

Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling-up technology-embedded project-based science in urban schools. Educational Psychologist, 35, 149–164.

Buskist, W., Sikorski, J., Buckley, T., & Saville, B. (2002). Elements of master teaching. In S. F. Davis & W. Buskist (Eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 27-39).

Campbell, David E. (2008) Voice in the Classroom: How an Open Classroom Climate Fosters Political Engagement among Adolescents, Political Behavior, 30, 437-454.

Campbell, K.S, White C.D. & Johnson, D.E (2003) Leader member relation as a function of Rapport Management, International Journal of Business Communication, 40, 170-194.

Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth.

Cohen, D. K., & Ball, D. L. (1999). Instruction, capacity, and improvement. Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania

Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that 36 of 44 work. San Francisco: Jossey Bass.

Dillon, J., Osborne, J., Fairbrother, R. and Kurina, L., (2000), “A study into the professional views and needs of science teachers in primary & secondary schools in England, (London: King’s College London.

Hadden, R. A. & Johnstone, A. H. (1983). Secondary school pupils’ attitudes to science: the year of erosion. European Journal of Science Education, 5, 309–318.

Haladyna, T.,Olsen, R. & Shaughnessy, J. (1982). Relations of student, teacher, and learning environment variables to attitudes to science. Science Education, 66, 671–687.

NCERT (2005). National Curriculum Framework 2005. New Delhi: National Council of Educational Research and Training.

White, J.J & Roesch, M. (1993). Listening to the voices of teachers: examining connections between student performance, quality of teaching and educational policies in seven Fairfax County (VA) elementary and middle public schools. University of Maryland, Baltimore County (1993) Fairfax (VA) County Public Schools, United States.

Woolnough, B., 1994, “Effective Science Teaching”, Open University Press, Buckingham.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2017 International Educational Applied Scientific Research Journal