Directions et futures directions d'école franco-canadienne : sentiment d'efficacité personnelle de leurs compétences pour gérer une école en contexte de valorisation linguistique et culturelle
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Peu d’etudes tentent d’evaluer le sentiment d’efficacite personnelle des directions et futures directions (directions adjointes) d’ecole en milieu de valorisation linguistique et culturelle et pourtant, il s’avere essentiel de connaitre leur niveau de competence afin de leur offrir du developpement professionnel qui sied a leurs besoins. Dans notre etude quantitative, 213 directions et futures directions d’ecole franco-canadiennes ont participe en repondant a un questionnaire. Les resultats significatifs au test Mann-Whitney indiquent des differences entre les deux groupes : 1- les directions d’ecole ayant six ans et plus d’experience a la direction 2- les futures directions (directions adjointes) et les directions d’ecole ayant cinq ans et moins d’experience a la direction et ce, pour certains items de cinq categories de competences sur sept : Gestion des ressources humaines, Supervision pedagogique, Tâches administratives, Changement et innovation, et Sentiment d’appartenance.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.007 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it