Characteristics of Effective School Principals: A Mixed-Research Study
Bibliographic record
Abstract
In this multi-stage mixed analysis study, the views of 615 college students enrolled at two Hispanic-serving institutions in the Southwest were obtained concerning characteristics of effective school principals. Through the method of constant comparison (qualitative phase), 29 dominant themes were determined to be present in respondent-identified characteristics of effective school principals: Leader, Communication, Caring, Understanding, Knowledgeable, Fair, Works Well With Others, Listening, Service, Organized, Disciplinarian, Good Attitude, Patience, Respectful, Helping, Open-Mindedness, Motivating, Professional, Flexible, Being Visible, Honest, Good Role Model, Responsible, Builds Relationships, Involving, Consistent, Friendly, Focus on Schools, and Experience in the Classroom. An exploratory factor analysis revealed that these 29 themes represented five meta-themes. Then these themes (quantitative phase) were converted into numbers (i.e., quantitized) into an interrespondent matrix that consisted of a series of 1s and 0s and were analyzed to determine whether participants’ themes differed as a function of sex, ethnicity, college status, and first-generation/non-first-generation status. Statistically significant differences were present between undergraduate and graduate students, between males and females, between Hispanics and Whites, and between first-generation and non-first-generation college students. Implications are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.014 | 0.111 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.008 | 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".