Performance, Process, and Interpersonal Relationships: Explaining Principals’ Perceptions of Principal Evaluation

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2021-04-24 DOI:10.1177/0013161X211009295
J. Nelson, Jason A. Grissom, Margaux L. Cameron
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引用次数: 2

Abstract

Purpose: Multiple-measure principal evaluation systems have become commonplace in the past decade, but we do not know how principals perceive their evaluations under these regimes. This study analyzes how principals perceive evaluation in a state that was an early adopter of such a system. It describes how attitudes are explained by individual and contextual factors, performance ratings, and elements of the evaluation process. Research Methods: Using data from a statewide survey of Tennessee principals in three consecutive school years, we create an index of principal evaluation perceptions of evaluation, then employ regression analysis to predict principals’ attitudes with measures gleaned from survey and administrative data sources. Findings: High school and veteran principals have more negative views of their evaluations. Practice ratings from the principal’s supervisor, though not the overall evaluation score, are positively correlated with attitudes. Principals assigned ratings more often view evaluation more positively, even accounting for their rating, as do principals who have worked longer with their evaluator. We find no evidence that racial or gender matching between principals and raters leads to more positive perceptions, and in fact Black principals may perceive evaluation more negatively when their evaluator is Black. Implications: Our results suggest some directions for states and districts seeking to make evaluation more meaningful for principals. Principals appear to value both frequency of feedback and consistency in raters over time. These factors may be especially important for low-rated principals, veteran principals, and those in secondary schools, who may perceive less value from principal evaluation.
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绩效、过程与人际关系:解释校长对校长评价的看法
目的:在过去的十年中,多措施校长评估系统已经变得司空见惯,但我们不知道校长如何看待他们在这些制度下的评估。本研究分析了校长在早期采用这种系统的状态下是如何感知评估的。它描述了态度是如何由个人和环境因素、绩效评级和评估过程的要素来解释的。研究方法:利用连续三年对田纳西州校长进行的全州调查数据,建立了校长评价评价感知指数,并运用回归分析方法,结合调查数据和行政数据,预测校长的评价态度。结果发现:高中校长和老校长对其评价的负面看法较多。校长主管的实践评分,虽然不是总体评价分数,但与态度呈正相关。被分配评级的校长往往更积极地看待评估,甚至会考虑他们的评级,与评估者一起工作时间较长的校长也是如此。我们没有发现任何证据表明校长和评价者之间的种族或性别匹配会导致更积极的看法,事实上,当他们的评价者是黑人时,黑人校长可能会更消极地看待评价。启示:我们的结果为各州和地区寻求使评估对校长更有意义提供了一些方向。随着时间的推移,校长似乎既重视反馈的频率,也重视评分者的一致性。这些因素对于评分较低的校长、资深校长和中学校长尤其重要,因为他们可能认为校长评价的价值较低。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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