Examining alternative school leadership practices and approaches: a decolonising school leadership approach
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
Much of the research on school leadership emanates from western contexts, and scholars in these countries have great influence on educational leadership theory, policy and practice. Leadership knowledge, theorising and practices can no longer be generated predominantly by scholars from the North. Grounded in a framework of decolonising educational leadership, this paper examines the practices and approaches of school leaders in Kenya. Utilising a narrative inquiry methodological approach, the leadership perspectives and practices of secondary school principals were examined. Findings reveal convergences and departures with contemporary leadership theories and practices, different approaches to student engagement and success, desire for a more consistent approach to school leadership preparation and complexities navigating socio-cultural issues. Findings of this research have implications for leadership preparation and development in the Global South and broader educational leadership discourse.
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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 | 0.004 |
| 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 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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