Reconceptualizing the Role of the Elementary School Lead Teacher of Curriculum and Instruction as a Middle Leader in the Context of Curriculum Autonomy

Purpose: This study reconceptualized the elementary school Lead Teacher of Curriculum and Instruction as a middle leader by analyzing their experiences in implementing School-Based Curriculum under curriculum autonomy. It explored the leadership patterns and structural conditions required to translate institutional policy into substantive educational change. Methods: By using autoethnography, the researcher analyzed five years of experience (2020–2025) as a Lead Teacher of Curriculum and Instruction across two schools. Data sources included School-Based Curriculum documents and reflective notes. Interpretive validity was enhanced through peer checking via interviews with three department heads, and the data were analyzed through qualitative coding based on a theoretically informed analytical framework. Results: Four key dimensions of practice emerged: (1) Autonomy as a relational condition shaped by organizational culture rather than fixed authority; (2) Coordination and Collaboration to ensure the feasibility of school-specific programs through horizontal interaction; (3) Integrated Management aligning non-subject activities within the School-Based Curriculum; and, (4) Relationship-Centered Implementation fostering sustainable operation based on mutual trust. Conclusion: The study redefines the Lead Teacher of Curriculum and Instruction as an action-based middle leader who mediates policy and practice. Realizing curriculum autonomy requires democratic structures, principal delegation, and cyclic organizational learning (implementation-reflection-redesign). These findings provide a basis for enhancing teacher leadership and fostering practical school transformation.