Participants' experience of the Trinidad and Tobago educational leadership project (TTELP): a case study
Bibliographic record
Abstract
AbstractThis qualitative case study investigated participants' perceptions of the impact of a three-year leadership development programme on their professional lives. The Trinidad and Tobago Educational Leadership Project (TTELP) was an internationally funded leadership development initiative directed by a McGill University-Université de Montréal consortium and delivered in Trinidad by a team of experts from the two Canadian universities. The objectives of TTELP were to equip the group of school principals, vice-principals and mid-level managers from the Ministry of Education with the skills to manage the government's programme of restructuring and decentralization of the secondary education system. The theoretical framework used in this study was Lave and Wenger's (1991) communities of practice. This social-constructivist framework is consistent with the new paradigm in leadership which views it as non-hierarchical and its development as an ongoing, systemic imperative. Data for this study were collected from an online survey followed by in-depth telephone interviews with nine participants. The semi-structured interview questions allowed participants to discuss their previous leadership development activities, their expectations and actual experience of TTELP and the implementation of the new knowledge and skills that they had acquired. The research questions that framed this study were: "What new knowledge and skills did the participants feel they had acquired?" and "To what extent have they been able to apply them in their schools?" Data from the survey and interviews with TTELP participants were triangulated with data from interviews with the two directors of the project, a National Lead Scholar and three teachers working under one of the participating principals. Findings from this study showed that participants felt that their knowledge base in leadership had improved significantly and their leadership skills had been enhanced by TTELP. They reported a strong degree of satisfaction with the programme, especially with the instructors. The two aspects of the programme for which there were the strongest criticisms were the lack of time to do all that they needed to do during the programme and the absence of certification at the end of it. Key components of TTELP were evaluated using Leskiw and Singh's (2007) six-point model for evaluating leadership development programmes. Findings confirm the usefulness of these programmes in preparing educational leaders and building leadership capacity. The results also highlight the potential for problematic relationships and unsatisfactory outcomes in international programmes unless programme developers are able to forge collaborative partnerships with local counterparts and design programmes that are conspicuously sensitive to the needs of the international context. This study contributes to the existing knowledge base in leadership development by extending it to the developing world through an analysis of the Trinidad and Tobago Educational Leadership Project.Keywords: Leadership, leadership development, international partnerships, communities of practice.
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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 | 0.006 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.020 | 0.008 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".