Leading the implementation of the national curriculum: a case study in one Queensland school

The research investigated how members of the school curriculum leadership team in one P-12 independent school led the implementation of the Australian Curriculum, and the challenges and enablers they encountered in this implementation. The findings suggest members positioned higher in the school hierarchy tend to refer more to direct use of powers, while those positioned lower in the school structure tend to refer more to indirect use of powers. Moreover, school leaders should consider the interactive nature of the change process in their planning and implementation of large-scale education reform, as it can facilitate or hinder such implementation.