A model of leader identity of teachers: how the pieces fit together
Bibliographic record
Abstract
The leader identity of teachers is likely to influence their effectiveness as leaders of student learning. Although teachers may engage in the actions associated with a strong leader identity mind-set, they may not recognize themselves as leaders. We focused the research on documenting the leader identity of 652 K-12 teachers by surveying them to assess their leader identity mind-set, perceptions of leadership, and how much they identify as a leader. We used a cross-sectional survey method in which we gathered both quantitative and qualitative data. Our analysis involved qualitative and quantitative approaches. The results revealed a paradox, with less than a quarter of the teachers recognizing teachers as leaders. Yet, the participants held a strong leader identity mind-set and a positive leader identity. Our path model indicates that leader identity is predicted by leader identity mind-set, perceptions of leadership as being developmental, gender, and holding leadership positions outside the classroom.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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".