國立虎尾科技大學 |

Principals' Self-Perceptions of the Effectiveness of Their Evaluations.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Principals' Self-Perceptions of the Effectiveness of Their Evaluations./
Author:	Galford, Kathryn B.
Description:	1 online resource (143 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355669930

Principals' Self-Perceptions of the Effectiveness of Their Evaluations.
Galford, Kathryn B.

Principals' Self-Perceptions of the Effectiveness of Their Evaluations. - 1 online resource (143 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ed.D.)--Regent University, 2018.

Includes bibliographical references

Due to increased demands of accountability for student achievement in recent years, the role of the school principal has evolved to include a diverse combination of management and instructional leadership skills. As a result, new emphasis has been placed on the importance of effective evaluation systems designed to both assess and assist principals in promoting student achievement. The goal of this qualitative study was to investigate principals' self-perceptions of their experiences with performance evaluations in one suburban school district in the southeastern area of the United States. Personal interviews were conducted with 10 school principals to identify components of the evaluation process they deemed most beneficial in increasing leadership skills, job satisfaction, and performance improvement, as well as suggestions for improvement of the current system. Results of the study revealed three prevalent themes representing principals' beliefs about their evaluation: conversation, relationships, and complexities. Principals believed that conversation with evaluators about a variety school matters is crucial to the process as well as building positive relationships with their evaluators based on trust, respect, support, and empathy. Principals also described the complexities of a school building administrator's job that make the evaluation process equally complicated. Recommendations for improvement of the current evaluation process were offered, including streamlining paperwork and allowing more informal time with evaluators.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355669930Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Principals' Self-Perceptions of the Effectiveness of Their Evaluations.
LDR:02818ntm a2200361Ki 4500 001 919707
005 20181129120547.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355669930
035 $a (MiAaPQ)AAI10745065
035 $a (MiAaPQ)regent:10665
035 $a AAI10745065
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Galford, Kathryn B. $3 1194338
245 1 0 $a Principals' Self-Perceptions of the Effectiveness of Their Evaluations.
264 0 $c 2018
300 $a 1 online resource (143 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Glenn L. Koonce.
502 $a Thesis (Ed.D.)--Regent University, 2018.
504 $a Includes bibliographical references
520 $a Due to increased demands of accountability for student achievement in recent years, the role of the school principal has evolved to include a diverse combination of management and instructional leadership skills. As a result, new emphasis has been placed on the importance of effective evaluation systems designed to both assess and assist principals in promoting student achievement. The goal of this qualitative study was to investigate principals' self-perceptions of their experiences with performance evaluations in one suburban school district in the southeastern area of the United States. Personal interviews were conducted with 10 school principals to identify components of the evaluation process they deemed most beneficial in increasing leadership skills, job satisfaction, and performance improvement, as well as suggestions for improvement of the current system. Results of the study revealed three prevalent themes representing principals' beliefs about their evaluation: conversation, relationships, and complexities. Principals believed that conversation with evaluators about a variety school matters is crucial to the process as well as building positive relationships with their evaluators based on trust, respect, support, and empathy. Principals also described the complexities of a school building administrator's job that make the evaluation process equally complicated. Recommendations for improvement of the current evaluation process were offered, including streamlining paperwork and allowing more informal time with evaluators.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Educational administration. $3 1148465
650 4 $a Education. $3 555912
650 4 $a Educational evaluation. $3 555501
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0514
690 $a 0515
690 $a 0443
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Regent University. $b Education. $3 1187123
773 0 $t Dissertation Abstracts International $g 79-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10745065 $z click for full text (PQDT)