Fostering a Sense of Belonging: The Role of Principals in Ontario Elementary Schools in the Post-Pandemic Era
Bibliographic record
Abstract
The role of an elementary school principal is both challenging and rewarding. This study examined how Ontario elementary school principals have fostered a sense of belonging since the COVID-19 global pandemic. Ontario schools experienced temporary closures, student learning was disrupted, and educators had to adapt to new challenges in a stressful environment for everyone involved. The effects of this global event continue to be felt today.Seventeen elementary school principals in Ontario were interviewed about their efforts to promote a sense of belonging within their schools. Despite numerous barriers, these school leaders are actively working to enhance belonging among students and staff. This study includes relevant literature and is guided by a socio-ecological framework. The findings underscore the significant challenges principals encounter when fostering school belonging, including: resistance to change, staff support with extra-curricular activities, long-term and short-term staffing, student underdeveloped social skills, and stakeholder opposition. The principals in this study value belonging in schools and continue to work with all stakeholders to make schools stronger, safer, and more connected than ever.
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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 | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.025 | 0.009 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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".