Principals’ Perceptions of the Impact of School Library on Student Academic Achievement in Rural Thailand and Factors Driving Their Perceptions
Bibliographic record
Abstract
School libraries in rural Thailand have faced a serious long-term problem in developing effective libraries, and could not achieve a minimum criteria of school library standard. Key people who influences in supporting and contributing an effective library are school principals because they have authorities in directing and administration the facilitation of change in the schools. Therefore, school principals require to understand the values and impacts of school library on students’ academic achievement. The principals’ perceptions about the impact of school library on students’ academic achievement not only present their awareness of the value of school library on student’s academic achievement, but also reflect their attention on contributing effective libraries. This paper presents the principals’ perceptions of small public primary school in rural Thailand and the factors that drive their perceptions about the impact of school library on students’ academic achievement, which is one part of the study of school libraries and their roles in rural Thailand. These perceptions meaningfully presented the understanding and awareness of school principals about the library values on increasing students’ academic achievement, and revealed the factors influencing those principals’ perceptions. This information was further integrated with rural school libraries’ characteristics and situations to clarify their scenarios and local context, which is important to understand the causes making these libraries struggle to be effective, how to manage with school library issues and develop effective school libraries in rural Thailand.
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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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".