The Teacher-Leader’s Image: Between Personal Characteristics and Strategies Empowering Learners
Notice bibliographique
Résumé
The present article aims to throw some light and clarify the image of the “teacher leader” as it is seen from the viewpoint of graduates and trainees in the M. Ed. program at the Ohalo Academic College. This research offers a porthole through which it is possible to observe their future role. The main research questions examined (1) How is the image of the teacher-leader visualized by the research’s population? (2) What is the desired image of the teacher-leader as described by the respondents? Which leadership traits are seen by the respondents as the most dominant/meaningful? (3) Is there a difference between the respondents’ perception of the term “teacher-leader” and their perception of the term “teacher”? (4) Is it possible to identify a main pattern that emerges from the analysis of all the respondents’ answers to the statements and the open-ended questions? The responses to the research questions were derived from mixed method data collection and analysis. The research instrument was a validated questionnaire that was distributed to graduates and trainees in the studied program (N = 137). 54 questionnaires were completed. The main findings indicate that all the indices investigated in the quantitative part of the questionnaire, received high grades. Thus, the image of the teacher-leader is described as an exalted role, with distinguished characteristics and especially personal relations with pupils and their staff. The mean personal relationship index was the characteristic that received the highest grades (4.76). The reliability of the indices, as measured by Cronbach’s α (α = 0.853) was found to be very high. In the qualitative part of the questionnaire, respondents were asked to conduct a deep observation and express it in their own authentic words: the respondents’ “voice”. Analysis of the responses found that the most dominant categories related to the index of personal characteristics (49) in relation to the “teacher-leader” and the teacher. Two main axes were identified from the processing of the different findings: a high level for the index of interpersonal relations with pupils and colleagues, and the central position of personal characteristics. In short, analysis of all the findings identified that there was a main trend whereby the graduates and trainees of the program see the image of the teacher-leader as holding distinct personality traits for leadership. These characteristics were translated in practice into strategies for educational work that could empower pupils, which would be expressed in improved learning achievements.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».