Influence of Pedagogical Supervisors’ Practices and Perceptions on the Use of Results-Based Management
Bibliographic record
Abstract
English: In the province of Quebec, Canada, school principals are obligated by law to ensure pedagogical supervision. This law, the Public Education Act, also advocates a contractual Results-Based Management approach (RBM). We examined how the practices and perceptions of these supervisors influence the implementation of this approach. The legal ramifications for these school leaders were also explored, as were the concept of pedagogical supervision and the underlying principles of the goal-setting theory and task performance (Locke & Latham, 1990: 2002: 2006) which constituted the conceptual framework of our research. This study was part of a collaborative research project conducted with 21 school principals and vice-principals of the Decouvreurs School Board in Quebec City. Results show that RBM supports the pedagogical perspective of the supervisors and rallies the school-team to adopt the proposed objectives. However, the goals of one member may not be the same as those of the organization and the setting of goals may limit exploration and achievement if members underestimate the means. Francais : Au Quebec, la supervision pedagogique est une obligation de la direction d’etablissement d’enseignement inscrite dans la Loi sur l’instruction publique (LIP). Parallelement, cette meme loi preconise une approche contractuelle de gouvernance nommee Gestion axee sur les resultats (GAR). L’objectif de cet article est d’etudier les perceptions et les pratiques de membres de la direction d’etablissement en supervision pedagogique qui (a) facilitent et (b) entravent l’application de la GAR. Pour ce faire, nous poserons les jalons du cadre legal dans lequel evolue la direction d’etablissement d’enseignement, definirons le concept de supervision pedagogique et cernerons les principes directeurs de la theorie de la fixation des objectifs (Locke et Latham, 1990 ; 2002 ; 2006) qui constitue notre cadre conceptuel. Cet article s’inscrit dans le cadre d’une recherche collaborative menee avec 21 membres de la direction de la Commission scolaire des Decouvreurs. Les resultats montrent que la GAR, malgre d’importantes limites, semble soutenir le discours pedagogique des directions et amener l’equipe-ecole a adherer aux visees et valeurs vehiculees. Cependant, les objectifs d’un membre peuvent ne pas converger avec eux de l’organisation. De plus, la fixation d’objectifs peut limiter l’exploration si les acteurs minimisent les moyens d’atteinte.
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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 | 0.001 | 0.007 |
| 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".