Work Intensification: Lessons Learned From School Leaders in the Dominican Republic
Bibliographic record
Abstract
There is tendency to consider work intensification and its negative impacts on school leaders as a global issue. The purpose of this paper is to broaden the conversation to include perspectives on and responses to work intensification from a “developing” country’s perspective. This ethnographic qualitative study evolved over a 2-year period among three school leaders in the Dominican Republic. The data collection included semi-structured interviews, informal conversations, and autoethnographic reflexivity. The findings demonstrate that work intensification is apparent among these leaders, but the ways in which they conceptualise the phenomenon represent a departure from the literature on school leaders in developed countries such as North America, the United Kingdom, Europe, and Australia. The reasons include external factors such as sociocultural norms and the internalisation of workplace expectations. Although the scope of this study is small, it represents an important avenue for future, larger studies examining the phenomenon of work intensification in developing countries.
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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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.005 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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".