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PRINCIPALS AS STEM LEADERS MANAGING THE IMPLEMENTATION OF A STEM BASED PRIMARY CURRICULUM
Wainwright, Fabian Emilo
Wainwright, Fabian Emilo
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2025-05
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Educational Leadership
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https://doi.org/10.34944/18gw-w002
Abstract
The need for STEM is important. It is STEM that will drive the next work revolution and make everyone’s life a bit easier. The research is aimed at looking at principals as STEM leaders within the Jamaican education system, as they implement the National Standards Curriculum (NSC) The NSC which is STEM based was introduced in 2016. Since its operationalization within the system, little has been done to look at leadership of the curriculum implementation. As such, it is imperative that such a study be done to unearth how principals are leading the implementation of the STEM based NSC Curriculum and the satisfaction that they derive from carrying out their duties. The research draws on the principles of transformational leadership which is expected to be exhibited by the principals as they provide instructional leadership within their schools. The study is underpinned by Marzano’s 21 characteristics of a transformational leader. This descriptive research targeted 754 primary school principals of which 367 respondents with only 206 providing useful data. The data revealed that although principals perceive themselves as knowledgeable of STEM and are confident that they can implement the curriculum, they encounter challenges in implementing the curriculum. These challenges include teacher quality, resources to include finances, and technological tools. The data also reveal that principals try to resolve these challenges as best as they possibly can. The research also highlighted that principals who have spent a longer time in the system are dissatisfied with their jobs, and that principals who work in rural schools and who have confidence and good attitude towards STEM are more satisfied with their jobs as principals. It is imperative that the stakeholders put in place the necessary tools to facilitate the leadership of the implementation of the STEM curriculum through professional development and proper resourcing of the system to ensure full implementation of the curriculum that will eventually lead to improved student performance and a transformed education system.
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