Development of Program to Enhance Strategic Leadership of Secondary School Administrators
Bibliographic record
Abstract
This research aimed to 1) study principles, attributes and skills needed for secondary school administrators, 2) investigate current situations, desirable conditions and needs for strategic secondary school administrators, 3) develop a strategic secondary school administrator enhancement program, and 4) explore the efficiency level of the strategic secondary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and strategic leadership. Moreover, in-depth interviews were conducted with 7 informants while the elements of strategic leadership were verified by 7 experts. Step 2, 369 directors, deputy directors and heads of the planning programs were consulted for studying current conditions of strategic leadership and needs in development of a strategic secondary school administrator enhancement program. Step 3 required 7 experts to evaluate and comment on the program. Step 4 required a group of 15 directors from 4 schools under the Office of Secondary Schools Services Area Zone 30 for efficiency assessment. Research instruments were an interview form, a questionnaire, and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNImodified) and Independent t-test. The research results showed that the strategic leadership for secondary school administrators’ enhancement program consisted of 3 modules as module 1 principles of strategic leadership, module 2 strategic leadership attributes and module 3 strategic leadership skills. The application of the program showed that the participants receiving the development for the secondary school administrators’ enhancement program had higher strategic leadership after the development than before, and managed the school more efficiently.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".