WOMEN AND SECONDARY SCHOOL PRINCIPAL ROTATION/SUCCESSION: A STUDY OF THE BELIEFS OF DECISION MAKERS IN FOUR PROVINCES
Bibliographic record
Abstract
Our study investigated patterns of female participation as secondary principals that have varied across contexts and changed slowly. Researchers interviewed decision makers from a purposive sample of 10 urban and rural school districts in Ontario, Nova Scotia, Saskatchewan, and British Columbia, gathering data from structured telephone interviews, policy documents, and statistical information. The needs of a system took precedence over those of individuals. Many participants denied that gender influenced their rotation/succession practices; however, they identified differences by gender in leadership style and aspirations. Complex rules of control affected the participation of women as secondary principals. Gender clearly affects the participation of women as secondary school principals. Key words: gender, leadership, schools Les auteurs analysent les modes de participation de directrices d’école secondaire, lesquels varient d’un contexte à l’autre et changent lentement. Ils ont interviewé des décideuses provenant d’un échantillon choisi à dessein de dix arrondissements scolaires urbains et ruraux en Ontario, en Nouvelle‐Écosse, en Saskatchewan et en Colombie‐Britannique. Les données furent colligées au moyen d’entrevues téléphoniques structurées, le tout complété par l’analyse de documents de politiques et de renseignements statistiques. Leurs conclusions semblent indiquer que les besoins du système l’emportent sur les besoins de la personne. Un grand nombre des répondantes contestaient l’idée que le fait d’être un homme ou une femme exerce une influence sur les méthodes de rotation/succession ; elles notaient par contre des différences selon les sexes pour ce qui est du style de leadership, des orientations et des aspirations. Des règles complexes de contrôle affectent la participation des femmes à titre de directrices d’école secondaire. Le sexe affecte clairement la participation des femmes en tant que directrices d’école secondaire. Mots clés : genre, leadership, écoles
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.012 | 0.004 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".