The school as a social variable is an important driver and agent of change. At its heart is the curriculum, which gears the school of different teaching-learning experiences as well as supporting activities that also contribute to the overall school experience. Curriculum, as a knowledge, equates to the stakeholders transmitting the content developed to the learners; as a process, involves the stakeholders in the actual teaching-learning practice; and as a product, is what the students have been equipped with— knowledge, skills, and values. All approaches underpin the involvement of various stakeholders in the school as an organization. The relationship between curriculum and stakeholders has been sought out, however, in the deeper context of the unseen curriculum, it is yet to be properly scrutinized. This paper attempts to review the hidden relationship between the school as an organization and the curriculum. An implication and future direction are drawn out from the existing pieces of literature.

Curriculum, Curriculum Leadership, Hidden Curriculum, Organizational Structure, School as an organization

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