The Relationship between Leadership Styles and Labour Disputes in British Columbia's Public Schools
Bibliographic record
Abstract
For the last decade, adversarial relationships between teachers' associations and district administrators in the British Columbia public school system have been commonplace, frequently resulting in formal grievances and arbitration. Since dealing with these issues imposes enormous costs on both teachers' unions and school boards, this study used hierarchical regression analysis to explain why some schools have fewer grievances filed than other schools in the province. Specifically, this study used data gathered from 160 principals in the British Columbia public school system to examine the extent to which school demographics and principal leadership style helped explain variation in the rate of filed grievances per one hundred teachers. Results suggest that both demographic factors and principal leadership style were key determinants of filed grievances. Specifically, two aspects of principals' leadership styles were important—those that reported engaging in Charisma/Inspirational leadership had more grievances files against them, while those with higher levels of Individualized Consideration had fewer grievances filed against them. Three demographic factors were also found to be important, with the most significant being that K–9 and K–12 schools had approximately 18 more grievances filed per one hundred teachers than elementary schools. In addition, those schools with a considerable number of office referrals (92–225) tended to have more filed teacher grievances, as did schools that had a comparatively large percentage of their student population from lower income families.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".