“I want to enable teachers in their change” - Exploring the Role of a Superintendent on Science Curriculum Delivery

Oct 15, 2026

This research inquiry explores factors shaping successful science program delivery in early- and middle-years schools across a rural school division in central Canada. Grounded in the author’s personal inquiry, it examines how psycho-social influences at classroom, school, and divisional levels affect delivery outcomes. Using case study methodology with qualitative and quantitative measures, it applies the validated Science Curriculum Implementation Questionnaire (SCIQ) and interprets findings through Bronfenbrenner’s bioecological model and Rutter’s resiliency perspective.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

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Abstract

Introduction

“I want to enable teachers in their change”: Exploring the Role of a Superintendent on Science Curriculum Delivery Brian Lewthwaite Centre for Youth, Science Teaching and Learning (CRYSTAL) University of Manitoba Abstract This research inquiry explored the factors influencing successful science program delivery among early- and middle-years schools within a rural school division in central Canada. The study is framed by the author’s personal inquiry into how psycho-social factors at the classroom, school and school division level influence science program delivery. In line with case study methodology, the inquiry uses a variety of qualitative and quantitative methods and data sources to identify the contributors at the classroom, school and divisional level to science delivery. A validated science program delivery evaluation tool, the Science Curriculum Implementation Questionnaire (SCIQ), is used as the foundation for the quantitative data collection and ensuing teacher, administration and science education community discussions. Bronfenbrenner’s bioecological model and Rutter’s views on resiliency are used as a framework for interpreting the data collected and understanding the factors supporting successful science delivery. Participants identify a variety of personal attribute and environmental factors and the interplay between these factors as supportive factors contributing to effective science delivery at the classroom, school and divisional level. Implications of this inquiry are discussed, especially within the context of the role of the superintendent in influencing curriculum delivery. “I want to enable teachers in their change”: Exploring the Role of a Superintendent on Science Curriculum Delivery Introduction Although significant improvement in the delivery of science programs at the early- and middle-years school levels (Grades 1 to 6, Grades 1 to 4 and 5 to 8 respectively) is recognized in some nations over the past two decades (Harlen, 1997; Frost, 1997), there is continued acknowledgement of the complex amalgam of factors impeding effective science delivery at these levels in many educational jurisdictions (Mulholland & Wallace, 1996) . Teacher personal attributes or intrinsic factors such as science teaching self-efficacy, professional science knowledge and science teaching interest and motivation are critical dimensions and often cited barriers in the delivery of science programs (Abell & Roth, 1992; Goodrum, Rennie, & Hackling, 2002; Harlen, 1977, 1988; Lewthwaite, 2000) . As well, extrinsic or environmental factors are identified equally as critical elements to the effective delivery of science programs in elementary schools (Lewthwaite, 2001) . This commonly cited list of environmental factors includes more salient features such as time constraints and resource inadequacy associated with limited equipment, space and facilities. Of particular importance, and less commonly acknowledged, is the role of the school administration, in particular the principal and school division superintendent, in influencing science curriculum delivery. The role of the principal in influencing science program delivery isan explored area of study (for example Lewthwaite, 2004a) . Edmonds (1979) and Lewthwaite (2004a) identify the instructional leadership provided by a principal as a major factor influencing the effective delivery of the science curriculum at the early- and middle-years level. Fullan (1992) asserts that school change and improvement in any area bear the mark of the principal as central for leading and supporting change and improvement. Principals are central agents in sustaining innovations and achieving turnarounds (Fullan, 2002). It is they that carry the message as to whether some curriculum innovation is to be taken seriously (Hall & Hord, 1987; Hopkins, Ainscow, & West, 1994) . The role of the superintendent in influencing science curriculum delivery is largely unexplored. The role of t

FAQs

What is the main focus of the research inquiry?

The study examines factors that influence successful science program delivery in early- and middle-years schools within a rural school division in central Canada.

How does the research study classroom, school, and divisional influences?

It uses a case study approach with qualitative and quantitative methods and multiple data sources to identify contributors at the classroom, school, and divisional levels.

What tools and frameworks guide the analysis?

The research uses the Science Curriculum Implementation Questionnaire (SCIQ) for quantitative data and interprets results using Bronfenbrenner’s bioecological model and Rutter’s views on resiliency.

Oct 15, 2026

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