Managing Schools Today: The Skills Required for new Principals in Canada
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
In North America and Europe, whilst demographics have accelerated the renewal of school principals, schools are experiencing a structural shift characterised by a more decentralised public management, an autonomy of schools leading to profound changes without always guaranteeing an improvement in the teaching of students. What are the current skills required by new principals? How to identify those who need to develop their skills and know-how in order to better manage their schools? 101 actors in French-speaking education in Canada were questioned - experienced principals, new school managers and others actors in education. The results show that more new school principals state believe that they have the required skills, attitude and knowledge compared to those who believe they need to develop them, whereas more experienced directors and other educational actors consider that the new principals need to consolidate their administrative management skills and their attitudes compared to those who believe they already have them. Thus, the survey highlights potential training themes.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.000 | 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