Development of Program to Enhance Team Building Leadership Skills of Primary School Administrators
Bibliographic record
Abstract
Team building leadership skills are important to understandings of how the primary school administrators might work towards creating more effective teamwork in the school. This research aimed 1) to study the components of team building leadership skills needed for primary school administrators, 2) to examine the current states and desirable conditions and needs for team building leadership skills of primary school administrators, 3) to develop team building leadership skills for primary school administrator enhancement program, and 4) to explore the efficiency level of team building leadership skills of primary 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 team building skills. Moreover, the components of team building leadership skills were verified by 9 experts. Step 2, 379 primary school administrators of the planning programs were consulted for studying current states and desirable characteristics of team building leadership skills and needs in development of primary school administrator enhancement program. Step 3 required 9 experts to evaluate and comment on the program. Step 4 required a group of 20 primary school administrators under the Office of Ubonratchathani Education Service Area Zone 2 for efficiency assessment. Research instruments were 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 team building leadership skills of primary school administrators’ enhancement program consisted of 5 toolkits. The application of the program showed that the participants receiving the development of team building leadership skills of primary school administrators’ enhancement program had higher team building leadership skills after the development than before. The primary school administrators manage teamwork more efficiently and the overall progress of team building successfully.
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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 | 0.000 | 0.003 |
| 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 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".