Catholic School Principals’ Decision-Making and Problem-Solving Practices During Times of Change and Uncertainty: A North American Analysis
Bibliographic record
Abstract
The authors of the article outline a historical review of Catholic education and student enrollment in North America and a recent perspective of Catholic school principals’ decision-making and problem-solving preferences. The purpose of this article is to provide the reader with an understanding of events which impacted the evolution of Catholic school boards and their administrators in America and Canada as well as current leadership practices. The authors utilize a survey instrument derived from Wayne Hoy’s decision-making and problem-solving research. Their quantitative findings come from 121 principals of K-12 schools situated across the United States and the province of Ontario. This study shows there are no differences in the leadership approaches to solve contemporary problems in North American schools regardless of varied historical, cultural and economic contexts. This article presents support for reinforcing the Catholic mission within school boards and support for leadership and administration programs in North America. La toma de decisiones y las prácticas de resolución de problemas de los directores de escuelas católicas durante tiempos de cambio e incertidumbre: un análisis norteamericano Los autores del artículo esbozan un repaso histórico de la educación católica y de la matrícula de estudiantes en Norteamérica y una perspectiva reciente sobre la toma de decisiones y las preferencias en la resolución de problemas. El objetivo de este artículo es el de proveer al lector una comprensión de los eventos que impactaron la evolución de las juntas de las escuelas católicas y sus administradores en Estados Unidos y Canadá, así como las prácticas corrientes de liderazgo. Los autores utilizan una encuesta como instrumento derivado de la investigación sobre toma de decisiones y resolución de problemas de Wayne Hoy. Sus hallazgos cuantitativos vienen de 121 directores de escuelas K-12 (de 5 a 18 años) situadas en Estados Unidos y Ontario. Este estudio muestra que no hay diferencias en los enfoques de liderazgo para resolver problemas contemporáneos en las escuelas norteamericanas sin importar la variedad de contextos históricos, culturales y económicos. Este artículo presenta apoyo para reforzar la misión católica en las juntas escolares y apoyar programas de liderazgo y administración en Norteamérica. Palabras clave: católico, Norteamérica, directores, toma de decisiones y resolución de problemas Pratiques en matière de prise de décision et de résolution des problèmes par les chefs d'établissements catholiques : une analyse nord-américaine Les auteurs de l'article présentent un examen historique de l'enseignement catholique et des inscriptions des élèves en Amérique
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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 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 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".