AN EXPLORATION OF SCHOOL LEADERSHIP IN PRIVATE INTERNATIONAL SCHOOLS IN KUWAIT: NAVIGATING COMPLEXITY, DIVERSITY AND MARKET INFLUENCES
Bibliographic record
Abstract
AN EXPLORATION OF SCHOOL LEADERSHIP IN PRIVATE INTERNATIONAL SCHOOLS IN KUWAIT: NAVIGATING COMPLEXITY, DIVERSITY AND MARKET INFLUENCES Doctor of Education 2021 Mary Ellen Kelly Leadership, Higher and Adult Education University of Toronto Abstract The rapid and global growth of the private international school sector has raised demand for qualified school administrators to lead schools in that sector. Many school administrators hired into private international schools enter from national public school systems in other countries. The purpose of this qualitative study was to gather data on the experiences of school leaders working in private international schools in Kuwait. It probed ways those leaders transitioned from their original national education systems to teaching and leadership positions in the private international sector. Semi- structured interviews were conducted with 17 international school leaders (Vice Principals, Principals, School Heads and Superintendent) of private, international schools in Kuwait. These interviews explored how their previous experiences informed their transitions and the challenges they faced when navigating their leadership roles, and their strategic adaptations and sensemaking. Three key challenges for leaders emerged in the interviews: (1) the need to navigate highly ambiguous and uncertain roles; (2) being governed by new bureaucratic and institutional norms in highly transient and transnational spaces; and (3) reconciling their roles as educators with new marketing and business dictates. These challenges echo findings from other studies of leadership in international schools. This dissertation ends with suggestions for further research on the development of support and training for school leaders who transition into private international schools.
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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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.026 | 0.012 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 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".