Principal evaluation: a different perspective
This qualitative research gathered perceptions of Southeast Nebraska public school elementary principals, superintendents, and assistant superintendents to ascertain elements of an evaluation system that promotes professional growth. Participants were purposively selected based on three criteria: (1) titled as a public school elementary principal, assistant superintendent, or superintendent; (2) employment in a Southeast Nebraska public school, within 120 miles of the researcher; and (3) administrative experience of at least one year. Three variables including gender, ethnic minority, and rural or urban public school employment were used to complete the selection process. Twenty-one public school administrators participated in individual interviews. Seven evaluation documents were collected during these interviews. Data collected from interviews were analyzed using a constant comparative method. Content analysis method was used to analyze data collected from the review of evaluation documents. Four categories for elementary principal evaluations emerged from the findings. These categories consisted of: (a) structure, (b) feedback, (c) self-evaluation and reflection, and (d) improvement of evaluation systems. Five elements for an evaluation system promoting professional growth emerged from the conclusions and literature review. The elements included: a) leadership standards; (b) professional growth plans; (c) frequent formative feedback; (d) self-evaluation and reflections; and (e) fairness. These five elements were used to develop a principal evaluation framework for consideration by superintendents.
Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership