Director(a) por primera vez. Un estudio sobre la experiencia y socialización de los directores noveles en establecimientos municipales de Chile.
Bibliographic record
Abstract
Taking the role of a school principal for the first time is a critical period in their job performance, issue that has been sparsely studied in Chile despite of the increasing renovation of school leaders at the time. Based on 12 case studies and a survey administered to 76 principals, this article explores the experience and socialization of beginning principals at public schools, capturing their professional development needs as well. The main results include: a profile of beginning principals; the confirmation of an abrupt start at school organization; focus on short term actions emphasizing school climate and institutional management actions (delaying focus on pedagogical management); experiencing external and internal school difficulties combined with a lack of personal competencies to overcome challenges; the absence of institutional support during this initial period, which is compensated by school internal actors’ support and individuals’ personal networks with other principals; and the need to differentiate between the experiences of beginning principals depending on whether they are insiders or outsiders to the school organization or the municipal sector.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".