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Thomas, D.W.P.; Holdaway, Edward A.; Ward, Kenneth L.

doi:10.1023/a:1008167130999

Cited by 23 publications

(5 citation statements)

References 20 publications

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“…Davis and Hensley (1999) interviewed principals in six California districts and reported that few of them felt that their evaluations were useful and most believed that they reflected political forces beyond their control. Thomas, Holdaway and Ward (2000) collected survey and interview data from principals in Alberta, Canada and found wide variation in school leaders' understandings of the purposes of principal evaluation with many viewing it as ineffective. Reeves (2005) administered a survey to principals across the U.S. and reported that most school leaders felt that principal evaluation did not provide helpful feedback to them and had little impact on their motivation or performance.…”

Section: Principal Evaluation Professional Development and Leadership...mentioning

confidence: 99%

Motivating Leadership Change and Improvement: How Principal Evaluation Addresses Intrinsic and Extrinsic Sources of Motivation

Mavrogordato,

Youngs,

Donaldson

et al. 2023

Educational Administration Quarterly

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Purpose: This mixed-methods study examined the association between the degree to which principal evaluation systems include intrinsic and extrinsic sources of motivation and principals’ perceptions of whether their district's evaluation system promotes leadership change and improvement. We also investigated how principals experience intrinsic sources of motivation in the context of principal evaluation. Research Methods/Approach: For our quantitative analysis, we administered surveys to 82 elementary and middle school principals in 21 districts in Connecticut, Michigan, and Tennessee. We used multiple regression analysis to identify factors associated with principals’ perceptions of their district evaluation systems. For our qualitative analysis, we selected six principals from the 82 survey participants. We used the constant comparative method and a consensus approach to coding the interview data; this enabled us to identify linkages between key codes and broader themes. Findings: Our quantitative analyses indicated that principals’ perceptions of whether their evaluation system promoted leadership improvement were strongly associated with the degree to which they reported that their evaluation system included intrinsic sources of motivation. Our qualitative analysis revealed clear differences among principals with regard to their interactions with district administrators, the nature of their principal professional development activities, and their experiences with autonomy, feedback, and district expectations. Implications: Principal evaluation and professional development are under-researched topics. This study identified mechanisms through which principals seem to find evaluation intrinsically motivating. This is one of the first studies to empirically test Firestone's argument that evaluation systems that support intrinsic motivation are more effective than those that emphasize extrinsic motivation.

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Section: Principal Evaluation Professional Development and Leadership...mentioning

confidence: 99%

Motivating Leadership Change and Improvement: How Principal Evaluation Addresses Intrinsic and Extrinsic Sources of Motivation

Mavrogordato,

Youngs,

Donaldson

et al. 2023

Educational Administration Quarterly

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“…Furthermore, the push for more rigorous principal evaluations occurred in conjunction with findings from research which suggested that principal evaluations were loosely or not at all aligned to standards and evidence (Goldring et al, 2009), such as the Professional Standards for Educational Leaders by the National Policy Board of Educational Administration (2020), and professional development or school improvement goals (Portin et al, 2006). Research also suggested that principals perceived their evaluations as perfunctory (Portin et al, 2006), inconsistent (Thomas et al, 2000), and not psychometrically rigorous (Condon & Clifford, 2010;Goldring et al, 2009;Heck & Marcoulides, 1996).…”

Section: Principal Evaluation In the United States: A Brief Historymentioning

confidence: 99%

Principal evaluation in the United States: A national review of state statutes and regulations

Nielsen

Lavigne

2020

EPAA

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The growing recognition of how much principals matter for student learning and how they make a difference has fueled the need to ensure that effective principals are leading every school. One way to achieve this is through principal evaluation, which has experienced significant changes in the last decade. We conducted a national exploratory study (50 states) to document the trends in and provide an illustration of the current situation of states’ principal evaluation policies and practices. Using literature-based themes, our analysis of state statutes and regulations revealed that a majority of states have policies requiring at least one literature-based element. Only four (8%) states had statutes and/or regulations regarding allelements of principal evaluation that have been noted in the literature. Student achievement measures were the most common component—required in 66% of states. In addition, most states required principal evaluators to be trained and principals to be evaluated annually. We propose that future research focuses on the validity and reliability of measures and models used for principal evaluation—two aspects rarely addressed in principal evaluation policies—to ensure principal performance is meeting the needs of students, teachers, and schools.

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“…In one study, principals indicated the role of the superintendent was important as principals developed teacher leadership skills (Wells, Maxfield, Klocko, & Feun, 2010). When principals were asked about the level of support they received from their superintendent, principals were not satisfied with their superintendents' support (Thomas, Holdaway, & Ward, 2000).…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Superintendent and Principal Perceptions Regarding the Supervision and Evaluation of Principals

McKim¹,

Hvidston²,

Hickman³

2019

JES

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The goals for this study were to examine principals' perceptions regarding their own supervision and evaluation and compare to superintendents' perceptions regarding the supervision and evaluation of principals. Three research questions guided the inquiry: (1) What are the perceptions of principal and superintendents' regarding their own supervision?; (2) What are the perceptions of principal and superintendents' regarding their own evaluation?; and (3) What are the differences in perceptions of principal and superintendents' regarding supervision and evaluation? This study followed a descriptive format and used a 20 item on-line survey to measure principal and superintendents' perceptions regarding critical elements in their own supervision and evaluation cycle. Out of the participants solicited, 102 principals agreed to participate (37% response rate) and 23 superintendents agreed to participate (48% response rate). Results indicated overall superintendents and principals were in agreement regarding 19 out of 20 statements describing the supervision and evaluation of principals. In addition, there was a significant difference in both supervision and evaluation perceptions between superintendents and principals. Results from this study provide implications for those who supervise principals, as well as for those who train superintendents.

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Untitled

Cited by 23 publications

References 20 publications

Motivating Leadership Change and Improvement: How Principal Evaluation Addresses Intrinsic and Extrinsic Sources of Motivation

Motivating Leadership Change and Improvement: How Principal Evaluation Addresses Intrinsic and Extrinsic Sources of Motivation

Principal evaluation in the United States: A national review of state statutes and regulations

An Analysis of Superintendent and Principal Perceptions Regarding the Supervision and Evaluation of Principals

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