学校を基盤としたカリキュラム開発における校長の役割のモデル化

―カリキュラム・リーダーシップ論を分析の視点として―

抄録

The purpose of this study is to model the role of the principal in School-Based Curriculum Development (SBCD). Previous research in the area of educational administration and management has identified that the principal’s leadership is one of the most important factors in SBCD. However, these studies were focused on the overall role of principals in schools, and did not examine principals’ leadership with a focus on SBCD.

In addition, curriculum leadership theory can be cited as a previous study that focuses on leadership to enhance SBCD. For example, Kihara (2009), based on previous research on curriculum leadership theory, identified the following roles that curriculum leaders play in SBCD: (1) collaborative class development , (2) securing and utilizing resources, (3) creating a culture of teachers learning from each other, and (4) acquiring theories and models. He also modeled the relationship between these roles. However, the practical leader is placed at the center of the model, and the role of the principal in SBCD is only partially clarified. In other words, the overall picture and details of the role of the principal in SBCD are not yet clarified, which means that there are still issues that need to be resolved.

In order to clarify the role of the principal in SBCD based on these previous studies, the authors conducted semi-structured interviews with the principals of five schools (X Junior High School, Y Elementary School, Z Elementary School, P Elementary School, and Q Junior High School) that have developed distinctive curriculums. As a result of analyzing the data obtained from the interviews, it was revealed that the principal plays the following eight roles in SBCD. In addition, the relationship between the eight roles were examined and modeled the role of the principal in SBCD.

1) Examination and advice on the systematicity and development of the curriculum

2) Securing and utilizing resources

3) Strategically appointing practical leaders

4) Creating a system to promote information sharing and understanding among teachers

5) Acquiring theories and models

6) Challenging and utilizing research designations, etc.

7) Building relationships with educational administration

8) Promoting the publication of results

The following three points became clear through the modeling process by the authors. First, the unique characteristics of the principal’s role in SBCD. For example, the strategic appointment of practical leaders is a role characteristic of principals, who are capable of managing personnel and the division of roles within the school. The second point is the relevance of the multiple roles played by principals in SBCD. In other words, the basic framework of the roles played by principals in SBCD has been clarified. The third point is that principals also play a role outside of the school, which has continuity with their role within the school. This point highlights the difference between the role of the principal and that of the other teachers. In future research, tools and training should be developed to enable principals to smoothly fulfill the roles identified through this research.