Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China

Teacher curriculum leadership is in urgent demand to promote the sustainable advancement of curriculum reform, and an important guarantee for the sustainable development of students. It is of important theoretical and practical significance to clarify the influencing factors of the use and the devel...

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Autores principales:	Junyuan Chen, Yanru Yang, Fenghua Xu, Wenzhe Xu, Xiaolin Zhang, Yao Wang, Yishi Zhang
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	teacher curriculum leadership field dynamic theory influencing factors teacher professional development Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/5fb46c549f5043e8a1fbd95a1f09356c
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spelling	oai:doaj.org-article:5fb46c549f5043e8a1fbd95a1f09356c2021-11-11T19:40:15ZFactors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China10.3390/su1321120072071-1050https://doaj.org/article/5fb46c549f5043e8a1fbd95a1f09356c2021-10-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/12007https://doaj.org/toc/2071-1050Teacher curriculum leadership is in urgent demand to promote the sustainable advancement of curriculum reform, and an important guarantee for the sustainable development of students. It is of important theoretical and practical significance to clarify the influencing factors of the use and the development of teachers’ curriculum leadership. Based on Lewin’s field dynamic theory, this study conducts a multiple linear regression analysis on the data of 19,521 primary and secondary school teachers in 20 provinces of China, and investigates the influencing factors of teacher curriculum leadership from individual and school fields. The results show that individual field factors are the driving force for teachers to exert and develop curriculum leadership. When teachers have internal leading motivation, the school environment becomes an important inducing force. This finding confirms the realistic rationality of the field dynamic theory, and provides a clear direction for formulating relevant policies and practical plans for enhancing teacher curriculum leadership. That is, it is necessary to fully stimulate the internal motivation of teachers for curriculum leadership, but also to create a school environment for teachers to exercise and develop curriculum leadership.Junyuan ChenYanru YangFenghua XuWenzhe XuXiaolin ZhangYao WangYishi ZhangMDPI AGarticleteacher curriculum leadershipfield dynamic theoryinfluencing factorsteacher professional developmentEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12007, p 12007 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	teacher curriculum leadership field dynamic theory influencing factors teacher professional development Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	teacher curriculum leadership field dynamic theory influencing factors teacher professional development Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Junyuan Chen Yanru Yang Fenghua Xu Wenzhe Xu Xiaolin Zhang Yao Wang Yishi Zhang Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China
description	Teacher curriculum leadership is in urgent demand to promote the sustainable advancement of curriculum reform, and an important guarantee for the sustainable development of students. It is of important theoretical and practical significance to clarify the influencing factors of the use and the development of teachers’ curriculum leadership. Based on Lewin’s field dynamic theory, this study conducts a multiple linear regression analysis on the data of 19,521 primary and secondary school teachers in 20 provinces of China, and investigates the influencing factors of teacher curriculum leadership from individual and school fields. The results show that individual field factors are the driving force for teachers to exert and develop curriculum leadership. When teachers have internal leading motivation, the school environment becomes an important inducing force. This finding confirms the realistic rationality of the field dynamic theory, and provides a clear direction for formulating relevant policies and practical plans for enhancing teacher curriculum leadership. That is, it is necessary to fully stimulate the internal motivation of teachers for curriculum leadership, but also to create a school environment for teachers to exercise and develop curriculum leadership.
format	article
author	Junyuan Chen Yanru Yang Fenghua Xu Wenzhe Xu Xiaolin Zhang Yao Wang Yishi Zhang
author_facet	Junyuan Chen Yanru Yang Fenghua Xu Wenzhe Xu Xiaolin Zhang Yao Wang Yishi Zhang
author_sort	Junyuan Chen
title	Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China
title_short	Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China
title_full	Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China
title_fullStr	Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China
title_full_unstemmed	Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China
title_sort	factors influencing curriculum leadership of primary and secondary school teachers from the perspective of field dynamic theory: an empirical investigation in china
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/5fb46c549f5043e8a1fbd95a1f09356c
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Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China

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