Curriculum leadership in a rural indigenous high school in Taiwan implementing the 108 Curriculum Guidelines

• Published in: British educational research journal Vol. 50; no. 5; pp. 2260 - 2278
• Main Authors: Lin, Kuan‐Pei, Chen, Chien‐Chih
• Format: Journal Article
• Language: English
• Published: London Blackwell Publishing Ltd 01-10-2024
• Subjects: 108 Curriculum Guidelines; Collaboration; Curricula; Curriculum development; curriculum leadership; Educational Change; High Schools; indigenous education; Leadership; Learning; Lesson Plans; Rural areas; Rural schools; Schools; Secondary schools; Student attitudes; Taiwan; Teachers; Tribal leaders; Taiwan
• ISSN: 0141-1926; 1469-3518
• DOI: 10.1002/berj.4023

The 108 Curriculum Guidelines (108CG) were implemented in high schools in Taiwan in 2019 and have increased the flexibility of curriculum offerings. Schools must now offer diverse curricula, flexible options and self‐directed learning courses based on students' needs and teachers' expertise. This study explores how rural high schools in Taiwan promote curriculum leadership following the implementation of the 108CG. Using a case school in southern Taiwan as the study site, it examines the current implementation of the 108CG in rural high schools, the processes and strategies that school members employ in applying curriculum leadership and the challenges they encounter. Six participants from the case school were interviewed, from August 2021 to May 2022. We also conducted observations and document analyses. The results show that the principal and mid‐level leaders' collaborative efforts are integral to advancing the 108CG. However, the school faces challenges in implementing the 108CG due to its environmental context. The principal's major challenge stems from the differing curriculum interpretations by tribal chiefs and families in the community. Mid‐level leaders also grapple with students' passive learning attitudes and the need for preparedness among teachers for curriculum reform. Although the 108CG have been in operation for more than 4 years, rural high schools continue to face challenges in implementing them. Introducing collaborative lesson planning and using checklists during curriculum review meetings could help track curriculum progress.