Училищният директор като ефективен лидер в началното училище в областта Пафос, Кипър
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
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.
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 | 0.011 | 0.007 |
| Meta-epidemiology (narrow) | 0.008 | 0.008 |
| Meta-epidemiology (broad) | 0.008 | 0.005 |
| Bibliometrics | 0.005 | 0.016 |
| Science and technology studies | 0.010 | 0.011 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.011 | 0.004 |
| Research integrity | 0.006 | 0.009 |
| Insufficient payload (model declined to judge) | 0.021 | 0.015 |
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