Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32146
New Curriculum and New Challenges: What do School Administrators Really Do?

Authors: Zuhal Zeybekoglu Calıskan, Erkan Tabancali


The aim of this qualitative case study is to examine how school principals perform their new roles and responsibilities defined in accordance with the new curriculum. Of ten primary schools that the new curriculum was piloted in Istanbul in school year of 2004-2005, one school was randomly selected as the sample of the study. The participants of the study were comprised of randomly-selected 26 teachers working in the case school. To collect data, an interview schedule was developed based on the new role definitions for school principals by the National Ministry of Education. Participants were interviewed on one-to-one basis in February and March 2007. Overall results showed that the school principal was perceived to be successful in terms of the application of the new curriculum in school. According to the majority of teachers, the principal has done his best to establish the infrastructure that is necessary for successful application of the new program. In addition to these, the principal was reported to adopt a collegial and participatory leadership style by creating a positive school atmosphere that enables the school community (teachers, parents and students) to involve school more than before. Keywordscase study, curriculum implementation, school principals and curriculum

Keywords: Case study, curriculum implementation, school principals and curriculum.

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1344


[1] I. Oplatka, The principalship in developing countries: context, characteristics and reality, Comparative Education, vol. 4, no.3, 2004, pp. 427-448,
[2] Board of Education,Official website (2006, September),
[3] N. ra, H. Yenal and S.Erol, rgt kltr ve retimsel Liderlik Balamnda yeni ilkretim programnn uygulanmas zerine bir deerlendirme. Eitimde Yansmalar: 8 Yeni lkretim ProgramlarnDeerlendirme Sempozyumu 14-16 Kasim 2005 Erciyes Uni 87-90, 2005.
[4] R. Avenstrup, (2007, April) The challange of curriculum reform and implementation: Some implications of a constructivist approach,(Online), Available:http//, 2004).
[5] P. Hallinger, Instructional leadership and the school principal: A passing fancy that refuses to fade away, Leadership and Policy in Schools, vol. 4, 2005, pp. 221-239.
[6] J. C. Marsh, and G. Willis, Curriculum. Alternative Approaches, Ongoing Issues. 3rd ed. New Jersey: Pearson Education, 2003, pp.282-283.
[7] D.Middlewood, Leadership of the curriculum: setting the vision, in Managing the Curriulum, David Middlewood & Neil Burton., Eds. London: Paul Chapman, 2001, pp.107-117.
[8] A. Glatthorn, The principal as Curriculum Leader: shaping what is taught and tested. Sage Publications: Thousands Oak, 2000, p.3.
[9] D. Tanner & L. Taner Curriculum development. Theory into action. 4th ed. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2007, pp.429-431.
[10] N. Can, Bir retim lideri olarak okul yneticisinin ilkretim programlarnn gelitirilmesinde yeterlilii, in Proc.EgitimdeYansmalar: 8 Yeni lkretim Programlarn DeerlendirmeSempozyumu, Kayseri, 14-16 Kasim 2005, pp. 77-86.
[11] R. Sarpkaya, and O. Torun, Okul Mdrlerinin Eitim-retim Srecinde karlatklar sorunlar, in Proc. Eitimde ada Ynelimler III Yaplandrmaclk ve Eitme Yansmalar Sempozyumu, Ankara, 29 April 2006, pp. 205-209.
[12] N. Akit, Educational reform in Turkey. International Journal of Educational Development, vol. 27, 2007, pp.129-137.
[13] H. imek, (2006, May) Trkiyenin Eitim Reformu: Durum ve hedef alanlar (Online). Available:
[14] Lee and Dimmock Curriculum leadership and management in secondary schools: a Hong Kong case study. School Leadership and Management,vol. 19, no.4, 1999, pp. 455-481,
[15] A. I. Gumuseli, stanbul lindeki lkretim Okulu Mdrlerinin retim Liderlii Davranlar, Unpublished Thesis. Istanbul: YldzTeknik Universitesi, 1996.