Global-Contextual TESOL Leadership in Diverse and Multi-Dimensional Contexts: A Paradigmatic Shift
Bibliographic record
Abstract
The complexity with which today’s leadership works, especially in diverse workplaces where multiple cultures, backgrounds, expertise, talents, languages, and values consistently intersect, it is difficult to stick to a single leadership model or theory. The biggest challenge in this regard is the inability to associate a program to a solo culture or group values because contemporary workplaces are amalgamations of diversity, uncertainty, and dynamism. This means that following a particular leadership style, which often presumes that everyone working for the program shares common values, beliefs, and objectives, has become unfeasible. This situation calls for revisiting leadership practices in a globalized world, exploring how such situations are emerging and addressed in different disciplines, and what can be done to contribute to a renewed understanding of leadership that is compatible with global forces and also reflective of the local community. This paper begins with a literature review of Teaching English to Speakers of Other Languages (TESOL) leadership and provides an overview of the multilayered challenges leaders deal with in this profession. It discusses how TESOL leaders could create a balance between global developments in the field of education and TESOL, and the language-based needs of local and non-local students and program requirements. Drawing upon four prepositions, this paper argues that there is the need for leaders to adopt a paradigmatic shift when leading complex educational institutions. It proposes that TESOL leaders could take a global-contextual approach that focuses on the local contexts while drawing upon the global practices when addressing the challenges in a TESOL program.
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 | 0.001 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".