Unpacking the linkages between beliefs and behavioural intention for curriculum reform: A cognitive approach for school middle leaders

Abstract

Middle leadership has garnered significant attention in the realm of school leadership research. However, there remains a dearth of research exploring middle leaders’ responses to reform through the lens of cognitive frames. This study aimed to fill the gap by investigating how middle leaders’ beliefs, encompassing varying extents of implicitness – specifically, beliefs about effort and ability, along with pedagogical conceptions – are associated with their behavioural intention for change. Using a survey design, the study collected 623 questionnaires from middle leaders of secondary schools in Taiwan. The results of the structural equation modelling analysis revealed that the deeply ingrained cultural values reflected by effort-based beliefs emerged as a crucial determinant of middle leaders’ pedagogical beliefs. These pedagogical beliefs were positively related to their behavioural intentions for change. Furthermore, the effect of effort-based beliefs on middle leaders’ intention to engage in reform actions was mediated by their pedagogical beliefs. Conversely, no significant effects of ability-based beliefs were observed. The findings hold implications for educational policymakers and practitioners seeking to enhance the effectiveness of reform initiatives at the middle leadership level.