Curriculum Leadership

Abstract

The narratives of three principals were used to make sense of what is involved in curriculum leadership, particularly in the Singapore context where decisions such as selection of content, skills, values, and standards for evaluation are centrally made. The three principals were purposively selected based on the following contexts: an established school that has a long tradition of excellence in achievement at the national examinations; a new primary school; and a school that caters to academically low ability students. Their narratives show how each principal exercises curriculum leadership by defining their conception of curriculum, articulating their own curriculum mission and vision, and building the curriculum culture of the school.