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|Title:||The roles of subject leaders in enhancing the implementation of the Lebanese National Curriculum|
|Authors:||El Assi, Nahida|
|Presented at:||University of Leicester|
|Abstract:||The focus of this study was the roles of subject leaders in enhancing the implementation of the Lebanese New Curriculum, the implementation that started before the public schools were equipped to reflect its spirit and without the proper recognition of subject leadership as a role model. The study identifies and assesses problems of public schools, and attempts to present a conceptual framework for a possible solution where subject leaders become more involved in the implementation process and better solution providers. The research was conducted by utilizing a blend of research tools (FGI, individual interviews, observations, diary analysis, and a survey questionnaire). The focus group interview was the main research tool used to collect the data, while the others were used mainly for triangulation purposes. The whole sample was three principals, 82 teachers (29 from outside the researcher's school and 23 from her school), 13 SLs (5 vs. 8), 377 parents (17 vs. 365 -350 of whom receiv ed the survey questionnaire), and 34 students (25 in Grade 9, and 9 in Grade 12) selected from 13 schools. The initial findings were presented thus outlining general information about how subject leadership has been perceived and how subject leaders were expected to behave for a better implementation of the Lebanese national Curriculum. In Lebanese public schools ,the sustained conditions of assigning and allocating SLs to schools, and lack of proper training made the existing SLs perform their tasks in a traditional manner. To be good catalysts for proper implementation of the LNC, SLs claimed that a full-time job and the authority to impose sanctions were two major factors for their empowerment. Empowerment, to them, was essential and should come from (an) external agent(s) (the ministry, the inspectorate or the GCD) or else, it would be difficult to implement change. In general, all the participants (teachers, students and parents) selected from the public schools proved to lack a complete notion about what subject leadership entails. They perceived the existing role model for subject leadership as an outdated model that would not fit in the period of implementing change, and consequently were dissatisfied with the situation unless SLs performed some additional tasks. Whereas, the sample selected from the PCSS proved to have a clearer notion about subject leadership the thing that can be referred to their own var\ing experiences with SLs. Consequently, their demands were related to how private schools can raise their achievement standards. The importance of promoting the role of subject leaders was clear if all the participants? demands were to be satisfied for the sake of meeting the needs of all students enrolled in public schools. The specific responsibilities of the role were described, the implications of the research were summarized and reflected upon, and recommendations for policy and practice were stated.|
|Rights:||Copyright © the author. All rights reserved.|
|Appears in Collections:||Theses, School of Education|
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