How does district principal evaluation affect learning-centered principal leadership? Evidence from Michigan school districts.

Autor/inn/en	Sun, Min; Youngs, Peter
Titel	How does district principal evaluation affect learning-centered principal leadership? Evidence from Michigan school districts.
Quelle	In: Leadership and policy in schools, 8 (2009) 4, S. 411-445Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1570-0763; 1744-5043
DOI	10.1080/15700760902890490
Schlagwörter	Evaluation; Evaluationsforschung; Nordamerika; Schule; Schulleitung; Evaluation; USA; Bildungsmanagement; Evaluationsforschung; Schule; Schulleitung; Nordamerika; USA
Abstract	This study used Hierarchical Multivariate Linear models to investigate relationships between principals' behaviors and district principal evaluation purpose, focus, and assessed leadership activities in 13 school districts in Michigan. The study found that principals were more likely to engage in learning-centered leadership behaviors when the purposes of evaluation included principal professional development, school restructuring, and accountability; when the focus of evaluation was related to instructional leadership; and when evaluation addressed leadership in school goal setting, curriculum design, teacher professional development and evaluation, and monitoring student learning. The findings from this study have implications for improving district evaluation policies and practices. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/3