Veteran Teachers’ Perceptions of Principals’ Leadership Influence on School Culture
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
School leadership and organizational culture both play an influential role in student success and academic achievement. Because school cultures consist of levels that are explicit (easily observable manifestations) and implicit (taken-for-granted, underlying assumptions), veteran teachers usually have deeper understandings of school cultures. This paper describes a qualitative study that examined veteran teachers’ perceptions of school principals’ leadership influence on school culture within the secondary school setting in Ontario. Upon reviewing the relevant literature and methodological underpinnings, we detail key themes from the study: a) effective leadership’s impact on school culture, which aligned with authentic and transformational leadership models; b) ineffective leadership’s impact on school culture, consistent with models of irresponsible leadership; and c) external factors mitigating the influence of school leadership on school culture. The paper concludes with implications for practice and further research.
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 | 0.002 | 0.002 |
| 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 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it