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A study of the effect of a new teacher evaluation policy on the work of the high school principal
Higgins, Chad A.
Higgins, Chad A.
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Dissertation
Adobe PDF, 767.78 KB
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2017-05
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Dissertation
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Electronic dissertations
Electronic dissertations
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Abstract
Public schools are arguably the most diverse and challenging organizations to lead due to
the vast number and type of stakeholders as well as the vulnerable clientele within. The
continually rising demands of leading public schools is both rewarding and exhausting. The
purpose of this study was to learn about how principals perceive their workload, additional
requirements, and develop strategies to effectively implement and manage a new mandate. The
study used a new teacher evaluation requirement as the new mandate that has the potential to
increase the overall workload of the high school principal. The school principal, historically, has
been the person tasked with taking on additional duties in order to allow teachers to spend their
time focusing on classroom instruction. However, over time, an expectation of instructional
leadership has been added to the principal's job requirements.
This basic qualitative study was conducted across a diverse range of high schools across
Kansas. Twelve high school principals were purposefully selected to represent schools of
various sizes, differing current and previous evaluation models, and varied amounts of
administrative experience. A conceptual framework consisting of contingency theory and open
systems theory was used to examine the phenomenon. Interview data was coded and analyzed
and, as themes emerged, three major findings were developed. First, principals recognized and
expressed frustration in the difference between what they were expected to do and what they
were able to do as a school leader. Second, a number of challenges prevented principals from
implementing the new evaluation process with fidelity. Finally, principals shared the strategies
they developed to address challenges and survive in their role. It was clear that if teacher
evaluations are to be completed as intended, a systemic change in either the leadership structure
of schools or in the framework of the evaluation model will have to take place.
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Thesis (Ed.D.)-- Wichita State University, College of Education, Dept. of Counseling, Educational Leadership, Education and School Psychology
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Wichita State University
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Copyright 2017 by Chad A. Higgins All Rights Reserved.