Growing the Resilience and Well-Being of Novice Female School Administrators: The Development of a Training Module and Toolkit for Ontario Principal Training Programs
Notice bibliographique
Résumé
The job responsibilities associated with the position of a school administrator have never been straightforward and have become even more complex as the workload has intensified throughout the first part of the 21st century. This has resulted in the need to enhance the development of principal training programs to better equip and prepare future school administrators with the skills and competencies required to effectively achieve their job expectations. Principals now must work with increased job responsibilities, insufficient funding for resources, and a mounting number of government policies and educational reforms. This escalation in duties is hindering the recruitment, retention, and job performance of school administrators. Researchers suggested that instructional programs improve, and student learning enhances when women are in the school administrator role because they place a great deal of importance on instruction and learning. Therefore, with the demand for resilient and effective instructional school leaders caused by the increase in educational reforms, it is imperative to increase the recruitment and retention of female school administrators. The context of this project is principal training programs in Ontario that serve to train aspiring school administrators, and more specifically novice female vice-principals and principals. To begin with, this project started with the review of the factors that relate to the intensification of the work of school administrators in Ontario and the challenges that women face as they transition into their new role as school administrator. The purpose of this project was to develop a training module and toolkit focused on growing the resilience and well-being of novice female school administrators in Ontario principal training programs and within their first three years of working as a school administrator. The Adult Resilience Doughnut Model, which is a strengths-based and solution-focused model, was used for designing the resilience and well-being training module and toolkit. This model consists of two connecting circles; the inner circle represents the internal assets that an individual has, and the outer circle represents their external resources. Implications for practice include suggestions for female educators transitioning into their new role as school administrators, teacher leadership professional training, and principal training programs.
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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 | 0,005 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,002 |
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 ».