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 this paper, we explore how the frequency of utilization of social supports is related to teacherdemographics, stress factors, job satisfaction, career intent, career commitment, and theperception of a stigma attached to teacher stress. Using data from self-report questionnaires(N= 264) from teachers in northern Ontario, we found that teachers seldom spoke to their healthcare providers about stress and instead utilized family, friends, fellow teachers, and sometimestheir principals. The frequency of which teachers accessed different social support networks didvary depending on stressor (workload, student behaviour, professional relationships, societalattitudes, and employment conditions). Teachers who frequently talked to their friends aboutstress had a lower sense of career intent and career commitment. Males were less likely to talkto their various social supports about stress. This study adds to the literature by exploring thefrequency of contact with and usage of social supports and their impact on teacher stress andperspectives on teaching.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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) | 0.009 | 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