ABSTRACT

Objective: This research seeks to examine the strategies and practices employed in school-based curriculum management during the compulsory education stage at the Asia-Pacific Experimental School of Beijing Normal University. The study aims to analyse the factors that influence the effectiveness of school-based curriculum management through a comprehensive and multidimensional approach. Methodology: A questionnaire was administered to 155 teachers to gather data on key factors, including educational policies, school culture, teacher quality, and student needs. Statistical techniques, such as correlation and regression analysis, were utilised to explore the relationships between these factors and the effectiveness of curriculum management. Findings: The findings indicate that the influence of educational policies and regulations on curriculum management is minimal (correlation coefficient = 0.002). However, significant positive correlations were identified between school culture (0.278), teacher quality (0.743), and student needs (0.681) with the effectiveness of school-based curriculum management. Regression analysis further confirms that teacher quality and student needs are the most influential factors in determining the success of curriculum management. Conclusion: The conclusion highlights the pivotal role of school culture, teacher expertise, and alignment with student interests in enhancing curriculum effectiveness. This study offers valuable insights for educational administrators and policymakers, underscoring the importance of targeted strategies in teacher development, curriculum alignment, and the cultivation of a supportive school culture to enhance the quality of compulsory education.