A Study of How Secondary School Principals in Minnesota Perceive the Evaluation of Their Performance

Abstract

The purpose for this study was to ascertain the perceptions principals of public secondary schools in Minnesota have in relation to the evaluation of their job performance. Responding principals reported that past evaluations have been fair and consistent but have questioned their value with regard to professional growth. When asked if student achievement data should be included in the evaluation process, 88.7% of respondents agreed. However, when asked if the inclusion of student achievement data should make up 35% of their performance rating as mandated by state statute, 75.8% of respondents supported a lower percentage.

Performance, Process, and Interpersonal Relationships: Explaining Principals’ Perceptions of Principal Evaluation

“…It could be that such relationships are less likely to develop in larger school systems on account of the scale of the bureaucracy. District size also affects principals’ perceptions of what their evaluator cares most about, such that evaluators in smaller districts focus on daily operations and community communications more than those in larger districts (Muenich, 2014). While no prior studies definitively address the role of school level (i.e., elementary, middle, high) in shaping principal perceptions of evaluation, DeMatthews et al included only elementary principals in their study, and Muenich surveyed only secondary principals.…”

What Are Principals’ Perceptions? Recommendations for Improving the Supervision and Evaluation of Principals

“…Professional development was also identified as a needed part of the supervision process. Muenich (2014) found profession development was not valuated within principal evaluation by over half of the responding principals in one study.…”