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An Analysis of the Relationship Between Procedural Due Process Rights and Public School Principals' Perceptions of the Evaluation Tools Used to Assess Their Job Performances.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Analysis of the Relationship Between Procedural Due Process Rights and Public School Principals' Perceptions of the Evaluation Tools Used to Assess Their Job Performances./
Author:	Thompson, Jeffery Scott.
Description:	1 online resource (267 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798379454364

An Analysis of the Relationship Between Procedural Due Process Rights and Public School Principals' Perceptions of the Evaluation Tools Used to Assess Their Job Performances.
Thompson, Jeffery Scott.

An Analysis of the Relationship Between Procedural Due Process Rights and Public School Principals' Perceptions of the Evaluation Tools Used to Assess Their Job Performances. - 1 online resource (267 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Charleston Southern University, 2023.

Includes bibliographical references

The purpose of this comparative quantitative study was to test adherence to the accountability theory by comparing perceptions of South Carolina public school principals without procedural due process rights as administrators with public school principals in New Jersey that have procedural due process rights through tenure regarding the tools used to evaluate their job performances. Accountability theory outlines the responsibilities of employers and employees have to each other in the context of an organization. Due process procedural rights provide protections to employees from adverse employment decisions based on reasons other than performance outcomes.The results suggest that the participants in this study have positive perceptions regarding the tools used to measure their job performances. The satisfactory responses from both groups to the three responses indicate that the participating districts are apparently concepts of accountability theory through providing effective feedback, accurate job performance assessments and supporting professional development to promote improvement. These positive perceptions may influence organizational trust, commitment, and worker engagement. These concepts can result in positive outcomes for any organization. The results also indicate that positive perceptions can be fostered with or without mandated procedural due process rights. However, since procedural due process rights protect workers such as school principals from adverse employment decisions based on reasons other than job performance, these rights should not be discarded. With principals being essential to a school climate conducive to effective instruction and student mastery of content, every consideration should be made regarding their fair treatment as employees that are responsible for school success.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379454364Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Principals' perceptionsIndex Terms--Genre/Form:

554714
Electronic books.

An Analysis of the Relationship Between Procedural Due Process Rights and Public School Principals' Perceptions of the Evaluation Tools Used to Assess Their Job Performances.
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520 $a The purpose of this comparative quantitative study was to test adherence to the accountability theory by comparing perceptions of South Carolina public school principals without procedural due process rights as administrators with public school principals in New Jersey that have procedural due process rights through tenure regarding the tools used to evaluate their job performances. Accountability theory outlines the responsibilities of employers and employees have to each other in the context of an organization. Due process procedural rights provide protections to employees from adverse employment decisions based on reasons other than performance outcomes.The results suggest that the participants in this study have positive perceptions regarding the tools used to measure their job performances. The satisfactory responses from both groups to the three responses indicate that the participating districts are apparently concepts of accountability theory through providing effective feedback, accurate job performance assessments and supporting professional development to promote improvement. These positive perceptions may influence organizational trust, commitment, and worker engagement. These concepts can result in positive outcomes for any organization. The results also indicate that positive perceptions can be fostered with or without mandated procedural due process rights. However, since procedural due process rights protect workers such as school principals from adverse employment decisions based on reasons other than job performance, these rights should not be discarded. With principals being essential to a school climate conducive to effective instruction and student mastery of content, every consideration should be made regarding their fair treatment as employees that are responsible for school success.
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