Училищният директор като ефективен лидер в началното училище в областта Пафос, Кипър
Bibliographic record
Abstract
В студията са представени и анализирани резултати от емпирично изследване на ефективното лидерство в училище. Проучено е мнението на директори и учители от областта Пафос в Кипър относно пет характеристи на ефективния училищен директор, дискутирани в научната литература: визия, комуникация и споделени цели, овластяване, ръководство и управление на персонала, включване на родителите. На базата на получените емпирични данни са формулирани някои препоръки за подобрения, отнасящи се до професионалната подтотовка, продължаващото обучение и професионалното развитие на директорите в Кипър. Библиография: Andrews, R. L. and Hallet, J. (1983) The Role of the Principal in Washington State, Final Report, Seattle: University of Washington. Bennis, W. (1986) Leaders: The strategies for Taking charge by Warren. Bossert, S. T, Dwyer, D. C., Rowan, B. and Less, G. V (1982) the instractional management role of principal. - Educational Administration Quarterly, 18 (3), pp. 34-64. Delamont, S. (1993) Field Work in Educational Setting. London, The Falmer Press. Edmonds, R. (1979) Effective Schools for the urban poor. - Educational Leadership, 37, pp. 15-24. Fuller, B. & Clarke, P. (1994) Raising school effects while ignoring culture? Local conditions and the influence of classroom tools, rales and pedagogy. - Review of Educational Research, 64 (119-15). Greenfield, D. W. (1995) Toward a Theory of School Administration. The Centrality of Leadership. - Educational Administration Quarterly, 31(1), pp. 61-85. Ifanti, A. A. (1995) Policy Making, Politics and Administration in Education in Greece. - Educational Management and Administration, 23(4), pp. 271-277. Lewis, C. A. (1995) Higher standards. - Education Digest, 61 (Oct), pp. 69-71. Leithwood, K. and Montgomery, D. J. (1986) Improving principal effectiveness. The principal profile, Ontario, OISE Press. Lockheed, M. E . (1996) Educational efficiency in developing countries. - In: Pennycuick, David (1998) Centre for international Education. University of Sussex, ONLINE: http://sleekfreak.atc.cx:81/3wder/HDLHTML/EDUCRES/DEPOl/BEGIN.HTM Lucas, S., Brown, G. C., & Markus, F. W. (1991) Principal’s perceptions of site based management and teacher empowerment. NASSIP Bulletin, 75 (3570, 56-62). Mortimore, P, Sammons, P, Stoll, L., Lewis, D. and Ecob R. (1988) School Matters: the junior years. Wells: Open Books. ODA (1994) Japan's Annual Report (Summary). Pennycuick, D. (1994) School effectiveness in Developing Countries: A summary of the Research Evidence. London: Overseas Development Agency. Sallis, E. (1996) Total quality management in education. 2nd edition, London: Kogan Page. Somerset. Wildy, H. and Dimmock, C. (1993) Instructional Leadership in Primary and Secondary Schools in Western. - Australia Journal of Educational Administration, 31(2), pp. 43-62. Wing, D. J. (1987) The examination of staff Perceptions of the importance of characteristics Associated with strong Instructional Leadership at the Elementary, Middle and High School Levels. Doctoral dissertation, University of Washington.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.009 |
| Scholarly communication | 0.009 | 0.005 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.019 | 0.005 |
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".