Educational Leadership in a Fragile State: Comparative Insights from Haiti
Bibliographic record
Abstract
Although there has been extensive examination of educational leadership in the developed world (e.g. Fullan, 2001; Leithwood & Sun, 2012), there has been much less research on school leadership in fragile states such as Haiti. This paper responds to Dimmock and Walker’s (2000) call for greater attention to comparative and international research on educational leadership specifically by examining school leadership in the Haitian context. The study on which this paper is based examines the experiences of eight school leaders in Haiti in response to the question: What types of leadership practices do school leaders in Haiti exhibit? Three themes are presented: responsiveness to localized needs, a commitment to educational change and improvement, and innovation in responding to challenging contexts. We discuss how these themes may be illuminating of school leadership in fragile states by considering communal and community-based leadership, resilience, and the momentum for change in consideration of Moorosi and Bush’s (2011) work on localized networks for change.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".