Impact d’un changement de gouvernance sur la profession de direction d’établissement d’enseignement œuvrant en milieu scolaire québécois et de direction dirigeant des écoles franco-ontariennes
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
<p class="resume">Depuis plusieurs années, le monde de l’éducation est en perpétuelle transformation. Plus spécifiquement, au Canada, les milieux scolaires québécois et franco-ontarien ont vécu des changements en ce qui a trait à leur gouvernance. Suite à ces changements, des directions d’établissement d’enseignement (Québec) et des directions d’école (Ontario) ont vécu des épisodes d’épuisement professionnel. Cet article vise à présenter les principaux facteurs de risque, les symptômes physiques et psychologiques, les symptômes comportementaux ainsi que quelques facteurs pouvant mener à vivre un épisode d’épuisement professionnel. De plus, un dispositif de formation et d’accompagnement sera présenté ayant pour objectif de permettre aux acteurs des milieux d’éducation de s’inspirer des « Lignes directrices destinées aux conseils scolaires pour la mise en œuvre du mentorat pour les leaders scolaires nouvellement nommés » (ministère de l’Éducation de l’Ontario (MÉO), 2008) et de la « Ligne directrice du Programme menant à la qualification de directrice ou de directeur d’école » de l’Ordre des enseignantes et des enseignants de l’Ontario (OEEO) (2017), afin d’aider à prévenir l’épuisement professionnel.</p><p class="resume">For several years, the world of education has been in constant transformation. More specifically, in Canada, Quebec and Franco-Ontarian schools have experienced changes in their governance. As a result of these changes, school principals (Quebec) and principals (Ontario) experienced burnout episodes. This article aims to present the main risk factors, physical and psychological symptoms, behavioral symptoms as well as some factors that may lead to an episode of In addition, a training and coaching program will be introduced with the goal of enabling education stakeholders to learn from the "School Board Guidelines for Implementing Mentoring for Newly Appointed School Leaders". (Ontario Ministry of Education, 2008) and the "Principal’s Qualification Program Guideline" of the Ontario College of Teachers (2017), to help prevent.</p>
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.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 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