Development of Excellent Leadership Indicators of Administrators in Private Schools in Northeastern Thailand
Bibliographic record
Abstract
The purposes of this research were 1) to study existing excellent leadership indicators of private school administrators and 2) to test the consistency between the developed excellent leadership model and the empirical data. The sample group was consisted of 532 administrators and teachers in private schools in northeastern Thailand certified by the Office of Nation Education Standards and Quality Assessment (Public Organization), Thailand. They were obtained through purposive sampling. The research instruments for data collection included 1) a semi-structured interview form and 2) a 5-point rating scale questionnaire with a content validity between 0.60 - 1.00 and a reliability of 0.992. The data was analyzed with a statistical package and content analysis. The results of the research were as follows: 1. The developed model of excellent leadership indicators of the private school administrators contained 5 core elements and 82 indicators including 1) transformational leadership with 4 sub-elements and 12 indicators, 2) strategic management leadership with 4 sub-elements and 15 indicators, 3) academic leadership with 4 sub-elements and 14 indicators, 4) corporate communication with 5 sub-elements and 21 indicators, and 5) technological skills with 6 sub-elements and 20 indicators. 2. The developed model of the excellent leadership indicators of the private school administrators was in consistence with the empirical data (Chi-square = 357.51, df = 149, p = 0.00000, x2/df = 2.39, GFI = 0.94, AGFI = 0.90, RMSEA = .0.051, RMR = 0.013).
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How this classification was reachedexpand
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| 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) | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".