Curriculum Leadership Efficacy, Its Social Infrastructure Surrounds, and Improved Practice Impacts

• In Event: Leading Schools Toward Ecosystems for Learning and Flourishing

Abstract

Background and Purpose
The first of two purpose of this study was to develop a measure of curriculum leadership efficacy. While there are many validated measures of efficacy, leadership efficacy and teaching efficacy, none focus on the particular demands of curriculum leadership. We drew on prior theoretical/empirical work on curriculum realization (Sinnema & Stoll, 2020), problem-solving in educational leadership (Mumford & Connelly, 1991; Mumford et al., 2019; Sinnema et al., 2021) and interpersonal capabilities of leadership problem solving (Argyris & Schon, 1974; Le Fevre et al., 2014; Robinson, 2016). We foregrounded the leadership of collaboration in educational networks (Sinnema et al., 2023). Our second purpose was to investigate how leaders’ curriculum leadership efficacy is influenced by the social infrastructure surrounding them and their work (Daly, 2020), including social connectedness, wellbeing, network intentionality and trust perceptions.

Methods and Data Sources
A social network survey using a bounded network approach was administered at two timepoints to teachers, leaders and other staff with curriculum-focused responsibilities in two Communities of Learning comprising in one case four schools, and in the other case, eight schools. The response rate overall was 84% of the educators surveyed at time 1 (469 responses) and 85% at time 2 (479 responses). We used ego-centric social network measures (in-degree, outdegree, and betweenness, for example) to analyze the network data and item analysis, principal component analysis, and confirmatory factor analysis to validate a Curriculum Leadership Efficacy scale. Next, with regression analyses we investigated relationships between individual social network, and organizational conditions variables on Curriculum Leadership Efficacy. Finally, using structural equation modelling, we explored how organizational conditions interact with individuals’ capacity in ways that support practice improvement.

Results
We found that leaders’ Curriculum Leadership Efficacy is predicted by key dimensions of leaders’ social infrastructure, including them being 1) more sought out by others as a source of curriculum-related resources and materials, 2) more intentional and active in connecting others, 3) more positive in the affective dimensions of wellbeing (contribution) and with close relational ties to others, and 4) having higher levels of trust in the quality of their relationships
Our structural equation modelling revealed the importance of leaders’ Efficacy in Meeting Curriculum Learning Demands (EMCLD). When combined with Trust EMCLD affects, in a positive way, the strength and direction of the relationship with Practice Improvement. In other words, without such efficacy we see less impact on educators’ New Learning and Improved Practice.

Significance
The significance of this work is the light it shines on the importance of ensuring leaders have opportunities to develop curriculum leadership efficacy, and in particular developing their capability in influencing others' commitment to curriculum improvement, deepening others' knowledge of new curricula and understanding of how to respond to a curriculum and supporting others to develop their teaching capabilities. Our validation of the Curriculum Leadership Efficacy scale presents opportunities for other scholars to pursue investigations in support of flourishing curriculum leadership at a time when educational systems internationally are calling for just such leadership.

Authors

• Claire Sinnema, University of Auckland

• Yi-Hwa Liou, National Taipei University of Education

• Alan J. Daly, University of California - San Diego

• Joelle Rodway, Ontario Tech University

• Rachel F. Cann, University of Auckland

• Ling-Hui Su, National Taipei University of Education