Les compétences génériques recherchées chez les chefs d’établissement d’enseignement à l’ère de la direction au service des apprentissages d’élèves
Bibliographic record
Abstract
Résumé La bonne direction d’un établissement scolaire requiert des compétences spécifiques. L’objet de notre article est d’exposer les différentes compétences dont les chefs d’établissements ont besoin afin de développer un leadership efficace pour l’émergence et le bon fonctionnement des établissements qu’ils ont à charge. La pertinence des compétences génériques des chefs d’établissement dans le cadre d’une formation initiale et continue ainsi que d’un statut légal reconnu dans le but d'exercer pleinement leur leadership pédagogique sera relevée dans cet article. Nous nous appuyons sur une démarche d’analyse de la littérature et mobilisons nos connaissances empiriques en administration scolaire. La démarche méthodologique utilisée est celle d’une revue documentaire permettant de parcourir les approches de gouvernance scolaire, de les discuter et enfin de les mettre en relation avec les compétences génériques des chefs d’établissements. Au total, trois modes de gouvernance scolaire ont été relevés dans la littérature à savoir : l’Ancienne Administration Publique, la Nouvelle Gestion Publique et l’Apprentissage Organisationnel. L’analyse de la littérature a montré qu’il existe un problème de définition des compétences génériques des chefs d’établissement dans un cadre légal, surtout dans les pays en développement. Il est donc important de mieux définir leurs rôles et responsabilités dans les établissements ainsi que des compétences requises en proposant notamment des formations continues en gestion d’établissement. Abstract Good school management requires specific skills. The purpose of this article is to outline the various skills that school principals need in order to develop effective leadership for the emergence and proper functioning of the institutions for which they are responsible. The relevance of generic competencies for headteachers in the context of initial and continuing training and a recognized legal status in order to fully exercise their pedagogical leadership will be highlighted in this article. We use an approach based on a literature review and mobilize our empirical knowledge in school administration. The methodological approach used is a literature review that makes it possible to examine the approaches to school governance, to discuss them and finally to relate them to the generic competencies of school principals. In total, three modes of school governance were identified: Old Public Administration, New Public Management and Organizational Learning. The analysis of the reviews showed that there is a problem in defining the generic competencies of head teachers within a legal framework, especially in developing countries. It is therefore to better define their roles and responsibilities in schools and the competencies required, including continuous training in school management.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.026 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.012 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".