Understanding healthy administrator-teacher relationships through appreciative inquiry case study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Through an appreciative leadership lens, the purpose of this case study research was to utilize appreciative inquiry as a methodology to analyze the professional relationships developed and sustained among school administrators and teachers. Additionally, the study sought to understand the associated impacts of healthy administrator-teacher relationships on the school system. This research took place at an alternative high school in a western Canadian city characterized by successful leadership based upon positive relationships between the administrator and the teachers in addition to a positive school culture. The data was collected through narrative free-write, paired interview, focus group, and one-on-one interviews with three teachers and one administrator. The research was guided by the questions: 1) How do teachers and administrators understand the development of symbiotic relationships between administrators and teachers? 2) How do interactions with administrators have personal impacts on teacher bystanders? 3) How do teachers and administrators understand the impact of emotional competence on relationship development? Adding to the current literature, the findings of the research indicate that relationships develop through the supportive practices of the administrator and strong relationships have a positive impact on school culture. Teachers need to be emotionally and professionally supported to develop a positive relationship with the administrator. Teachers feel valued when their opinion is solicited, feedback is given and appreciation is shown. The findings also indicate that emotional competence, which assists individuals in becoming more aware of their emotions and acting accordingly, builds relationships. When administrators and teachers have positive relationships, the school culture is fruitful.
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.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.002 | 0.005 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.031 | 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 it