The Management Model for Effectiveness of Primary Schools Administrators Administrators
Bibliographic record
Abstract
The present research aimed to investigate current and desirable states of the effective management of primary schools and to develop the model of effective management of primary schools. The present research consisted of 6 phases. In Phase 1, rationale, and related theories and a review of literature were studied to formulate the conceptual framework and knowledge of elements of effective management of primary schools; in Phase 2, the pilot study on those components was conducted, and the concept on the predetermined components was revised. In Phase 3, a focus group discussion on the components of effective management was held, and the concept was further developed. Phase 4 involved investigating the current and the desirable states as well as the needs for effective management of primary schools; simultaneously, statistical results were taken into account to improve management. In Phase 5, the model of effective management was created. The final phase involved public hearing for evaluation, confirmation, and approval of the model. The samples of this study were 370 of school administrators and teachers. The target group for the pilot study was primary school administrators from three schools awarded with the Best Practice, while that for a focus group discussion included 10 qualified experts. In addition, the target group for public hearing was 39 stakeholders, namely 1 administrator and 10 teachers from each school. The research instruments were a content validity evaluation form, a questionnaire and an evaluation, confirmation and approval form. Assessment of content validity showed that the reliability coefficient of the questionnaire was 0.98 with the 0.60 – 1.00 IOC range. Statistics used for data analysis included frequency, percentage, means, standard deviation and priority needs index using PNImodified. The research Results were as follows: Overall, the current state of management of primary schools was at a moderate level. When each element was considered individually, it was found that organizational cultures and strategic management had the highest level of opinions, whereas information technology had the lowest level. As regards the desirable state, effective management of primary schools was overall at the highest level. In this aspect, leadership had the highest level of opinions, while strategic management came second; school effectivenesshad the lowest level. What’s more, sorted by priority levels, the aspect with the highest priority was information technology, followed by a learning organization, leadership, strategic management, effectiveness of schools and organizational cultures. In relation to appropriateness of the model of effective management of primary schools, the results indicated that the elements had overall 96.07 percent approval and 3.93 percent disapproval. Among all elements, leadership had the highest percentage points, followed by organizational cultures, and a learning organization had the lowest percentage points. Moreover, all elementsin this aspect had more than 87.20 percent. As regards utility, the elements had overall 96.87 percent approval with 3.13 percent disapproval; strategic management had the highest percentage points, followed by school effectiveness, and information technology with the lowest percentage points. All elementsin this aspect had above 87.20 percent. As for feasibility, the results showed that the elements had overall 97.33 percent approval and 2.67 percent disapproval. Of all elements, strategic management had the highest percentage points, followed by organizational cultures, whereas information technology had the lowest percentage points. All items in this aspect had above 87.20 percent.
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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 | 0.008 | 0.016 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.001 | 0.005 |
| Scholarly communication | 0.007 | 0.007 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.009 | 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".