The Influence of Leadership on Innovation in Alberta Charter Schools: A Qualitative Case Study
Bibliographic record
Abstract
This study used a qualitative, instrumental, multisite case study design to examine the leadership practices of principals of three charter schools in Alberta with significantly different mandates in order to determine how they inspired innovation among their staff. Leadership practices were examined through semistructured interviews with each principal and a member of their teaching staff. Additionally, observations of the physical layout of the interior and exterior of the school were conducted in order to understand the physical context of each school and examination of extant documentation such as websites, school charter documents, calendars, and blogs was completed. These interviews and observations formed the basis of a narrative exploration of the innovative practices at each school and the leadership practices that appeared to support and encourage them. Several themes developed as a result of this research, including relationships built on trust, leaders acting as servants, establishing and communicating a clear vision, distribution of leadership, and creating a culture of innovation. These themes enabled a discussion of the three key research questions focusing on leadership practices, personal creativity, and establishment of a definition of what practices might be seen as innovative. Finally, the conclusion discusses potential steps that leaders and government may take in order to increase and support innovative practices in schools.
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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 | 0.009 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.022 | 0.012 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".