Leadership perspectives among high school principals in Jamaica: implications for school leadership development and policy
Bibliographic record
Abstract
School leadership is an important factor in student achievement and learning outcomes and has garnered the attention of policymakers globally. And while the field is growing there is not enough knowledge generation from school leaders in emerging economies. This article examines school leadership theorizing and practice of high school principals in Jamaica. The purpose of this qualitative study is to examine how school principals in Jamaica make sense of their leadership practices and how they use this knowledge to respond to their school contexts and shifting socio-cultural dynamics. Using a narrative interview approach data were collected from 13 high school principals. The findings presented in this article indicate that a) high school principals in Jamaica theorized their leadership approaches drawing on various leadership paradigms; b) high school principals perceived their leadership as inextricably linked to the community context of the school; c) the importance of building relationships with members of the community; and d) the importance of leadership preparation and development to their work as school principals.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 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 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".