Terrorism and female teacher leadership in girls’ secondary school
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
Purpose The purpose of this paper is to explore female teachers and vice principal’s leadership on girls attendance and learning, safety and security issues in rural girls’ schools experiencing Boko Haram insurgencies. The secondary purpose is to recommend innovative educational policy initiatives at the school, community and state levels, so as to ameliorate girls and teachers’ challenges, and to sustain girls in schools. Design/methodology/approach Qualitative educational research orientation and an ethnographic-narrative research design were used for the study. Purposeful sampling procedure was adopted through the selection of female teachers and a vice principal. Soft qualitative oral data (SQOD) were collected from structured interviews and focus groups and participant observation data. Data analysis engaged hand data analysis (HAD) for transcription, while the coding and theming process involved qualitative computer software data analysis (CSDA) of NVivo 8.0. The measures of validity involved the qualitative process of member checking, while ethical issues of anonymity with participants were addressed in the process of data collection, and reporting. Findings Major findings revealed a symbiotic relationship between female teacher’s moral leadership and the application of law of tort in the girls’ school; teachers’ adopted spiritual leadership and moral decision making process on girls’ safety, and learning motivation; and improved school community collaboration for security and safety of the girls and effective communication. Practical implications Educational policy options are prescribed. They include the training of teachers and girls on fire safety and conflict crisis; recruitment of female school counsellors; housing incentives for female teachers; support grassroot initiatives on school security; and sustaining school-community/parents involvement. Originality/value Boko Haram’s impact on teacher and school leadership in girls’ school(s) has not been studied so far. The paper is the first, thereby filling the gap of the literature on girls’ rural education and terrorism.
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 | 0.001 | 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 | 0.000 | 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) | 0.005 | 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