Profesionalizacija uloge školskih ravnatelja - prema izradi kompetencijskog standarda ravnatelja škola u Republici Hrvatskoj
Bibliographic record
Abstract
This thesis contributes to the establishment of a quality competency framework for the introduction of a systematic pre-service and in-service training of school principals, and emphasises the importance of professionalising the role of school principals for enhancing the quality of educational institutions within the Republic of Croatia. In order to emphasise the the importance of professionalising the role of school principals in the Republic of Croatia, the thesis first provides a detailed overview of the current literature that has contributed to both the understanding and establishment of a professionalised school principal role within a modern educational context, and emphasised the importance of professionalising their role. We argue that the existence of precisely defined competency standards is an integral part of professionalising the role of school principals, hence the thesis provides an overview of several scientific debates describing the competencies of successful school principals, and emphasising the importance of forming quality competency standards. Furthermore, the thesis provides an overview of the structure and content of school principal competency standards in the United States of America, Australia, Canada, England, and Slovenia. In addition, the thesis describes a second important segment of professionalising the role of school principals - pre-service and in-service training of school principals. We emphasise onto the importance and need for pre-service and in-service training, and provide an overview of existing approaches to pre-service and in-service school principal training within several countries.
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.009 | 0.004 |
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".