The Instructional Role of Elementary School Principals
Bibliographic record
Abstract
To study elementary school principalsʹ understandings and enactments of instructional leadership, we collected data through individual interviews, focus‐ group discussions, and in‐school observations. Three categories captured principalsʹ conceptualizations of instructional leadership: curriculum expertise, formal delivery of professional development, and informal culture building. Their enactment of instructional leadership was influenced by three dimensions: their personal style, degree of coherence in agendas and initiatives, and availability of enabling structures. We anticipated the influence of personal style, but not the impact of coherence and structure, which introduces a new dimension to the literature on contextual influences impinging on individual practice Keywords: school improvement, educational leadership, professional development, school culture Pour etudier la conception et la mise en œuvre du leadership pedagogique chez des directeurs et directrices d’ecole, les auteures ont collige des donnees au moyen d’entrevues individuelles, de discussions en groupe et d’observations sur place. La conception du leadership pedagogique des directeurs et directrices d’ecole a ete analysee a l’aide de trois categories : expertise en matiere de programmes scolaires, prestation de services de perfectionnement professionnel et edification d’une culture informelle. La mise en œuvre du leadership pedagogique a ete etudiee pour sa part a l’aide de trois volets : style personnel, degre de coherence dans les calendriers et les initiatives et mise en place de structures d’incitation. Les auteures avaient prevu l’influence du style personnel, mais non l’impact de la coherence et des structures, ce qui introduit une nouvelle dimension dans la litterature au sujet des influences contextuelles sur la pratique de chacun. Mots cles : amelioration scolaire, leadership en education, perfectionnement professionnel, culture de l’ecole.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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".