Bibliographic record
Abstract
Abstract This chapter reframes school leadership in response to neoliberal perspectives, highlighting its pivotal role in academic success. Through an autoethnographic lens, the author draws on personal experiences and those of other leaders to explore the multifaceted roles and challenges school leaders face, including navigating neoliberal structures and building sustainable relationships. A key contribution is introducing the Objective Knowledge Growth Framework (OKGF), a decision-making model that leverages dialogue and interaction to improve relationships, enhance engagement and support rational decision-making. This chapter also integrates Bolman and Gallos’s five pillars of human resource leadership, emphasizing the strategic use of limited resources and acknowledgment of human complexity in leadership. Leaders are encouraged to foster creativity, satisfaction and productivity while cultivating school cultures aligned with instructional purposes, humanitarian values and educative missions despite the constraints of neoliberal agendas. Practical applications of the OKGF within this framework are illustrated through anonymized examples. This chapter underscores the importance of dialogue and collaboration in decision-making, offering school leaders tools to create environments that inspire innovation and support meaningful educational goals.
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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 | 0.004 | 0.002 |
| 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 | 0.018 |
| Scholarly communication | 0.009 | 0.006 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.006 | 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".