CHANGE MANAGEMENT LEADERSHIP IN CREATING SCHOOL-BASED CURRICULUM INNOVATION FOR BILINGUAL PROGRAM OF KIRAKIRA KIDS INTERNATIONAL KINDERGARTEN SCHOOL
Keywords:
Change Management Leadership, Curriculum Design and Development, Curriculum, Bilingual Program (BP)Abstract
The objectives of this research were 1) to investigate ‘transformational leadership’ of educational institution administrator that could impact the creation of curriculum innovation in bilingual kindergarten, 2) to determine the curriculum design and development process for bilingual kindergarten, and 3) to test the curriculum in Kirakira Kids International Kindergarten School. This research and development (R&D) study adapted the transformational leadership concept of Schratz & Schley, 2014; The Corum Consultancy, 2018, and the curriculum design and development concept of Thomas, et. al., 2016 in the framework. The research procedures were Step 1) the investigation of transformational leadership of educational institution administrator in bilingual kindergarten, Step 2) the study of the curriculum design and development process for bilingual kindergarten, and Step 3) the demonstration of the curriculum in Kirakira Kids International Kindergarten School. The collected data in this research were analyzed by mean, standard deviation, and analysis of Dependent T - test.
The findings revealed that: 1) The overall score of transformational leadership of bilingual kindergarten school administrator was at the highest level. 2) There were 6 processes to develop and design the curriculum: (1) problem identification and general requirement assessment, (2) evaluation of learner’s goal-based requirement, (3) goal and objective development, (4) educational techniques development, (5) curriculum implementation, and (6) curriculum evaluation. The curriculum of Kirakira Kids International Kindergarten School consisted of 5 aspects as in fields of learning activity, extracurricular activity, and Rubik's assessment. 3) After the demonstration of this curriculum, students in K1 class had higher learning scores of 1.2 than before the curriculum implementation. Kirakira Kids International Kindergarten school could use the acquired knowledge from this research as a student development framework in innovating and improving educational curriculum following the Japanese kindergarten standards.
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