Program to Enhance Innovative Leadership of Principals of Primary School: Analysis of Chinese HS Area Primary School
Bibliographic record
Abstract
This research aimed to investigate the components and indicators of innovative leadership of principals of primary school, to explore the current state and desire state of enhance innovative leadership of principals of primary school. And to design a program and its evaluation program to enhance innovative leadership of principals of primary school in HS Area. The research was divided into 3 phases. 1) was to investigate the components and indicators of innovative leadership and 5 experts evaluated the component 2) was to study of both current state and desired state and needs for enhance innovative leadership of principals of primary school. 3) was to create the program and evaluate among 5 experts. The research tools were questionnaire, evaluation form, interview form. The statistics used were percentage, average, standard deviation, and analysis of Priority Needs Index (PNI modified). The results were found that 1) The components and indicators of innovative leadership of principals of primary school includes 5 components 10 indicators and experts evaluated it is appropriate at the highest level. 2) The current state of the innovative leadership of principals of primary school was in low level while the desire state was in high level. And 3) The program to enhance innovative leadership of principals of primary school in HS Area includes 5 module: 1) Perceived foresight ability, 2) Organizational planning ability, 3) Accurate judgment ability, 4) Calling power ability and 5) Revolutionary executive ability. It’s includes 50 hours for the program’s development.
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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 | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.000 | 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) | 0.000 | 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".