Towards a Critical Model of Service Leadership in International Schools
Bibliographic record
Abstract
Opportunities for community service are integral to many international schools (ISs), aligning with their mission to foster social responsibility. This research, rooted in experiential learning theory and service learning frameworks, examines the experiences of four educators in ISs leading service programs. Findings suggest that service learning programs in international schools face logistical challenges, particularly regarding time constraints and risk and cost management. Teachers struggle with limited planning and implementation time. Recruiting staff and overcoming internal organizational barriers also pose difficulty. Embedded school and community cultures can further complicate these initiatives. Despite the challenges, educators report substantial personal and professional growth, including enhanced interpersonal connections and shifting perspectives. Adaptive, distributed, and servant leadership models may address the challenges and enrich the rewards that educators experience. The research will inform the future development of a model of service leadership in IS contexts.
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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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.006 | 0.031 |
| Scholarly communication | 0.013 | 0.014 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.002 | 0.007 |
| Insufficient payload (model declined to judge) | 0.009 | 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".