The Principal Evaluation Process and Its Relationship to Student Achievement

Autor/inn/en	McMahon, Marcia; Peters, Michelle L.; Schumacher, Gary
Titel	The Principal Evaluation Process and Its Relationship to Student Achievement
Quelle	In: AASA Journal of Scholarship & Practice, 11 (2014) 3, S.34-48 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Principals; Administrator Evaluation; Academic Achievement; Correlation; Mixed Methods Research; Mathematics Achievement; Reading Achievement; Surveys; Accountability; Professional Development; Incentives; School Policy; Educational Environment; Measures (Individuals); State Legislation; Social Agencies; Administrator Effectiveness; Questionnaires; Evaluation Methods; Check Lists; Goal Orientation; Texas + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Schulleistung; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Survey; Umfrage; Befragung; Verantwortung; Anreiz; Schulpolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Messdaten; Landesrecht; Sozialisationsagentur; Fragebogen; Checkliste; Zielorientierung; Zielvorstellung
Abstract	This mixed methods study examined the relationship between school districts' principal evaluation practices and their impact on student achievement in mathematics and reading. School achievement data were collected from a sample of 41 campuses representing 27 Texas school districts. Data were also solicited from a convenience sample of campus principals who were administered the "Principal Evaluation Attributes, Feedback and Perception" survey to measure their perceptions concerning the evaluation process in the areas of accountability, increased student achievement, professional growth, incentives for improvement, adherence to policy, and fostering school climate. Findings indicated no correlation between principal evaluation instruments and student achievement. Survey results indicated that evaluation processes within districts are perceived as merely a checklist for complying with district policy and have little impact on principal professional growth or student achievement. (As Provided).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/jsp.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10