Supervisory feedback in the principal evaluation process

Abstract

The purpose of this qualitative study is to understand how school principals perceive their supervisors’ feedback in the formative principal evaluation process. It spotlights the benefits of supervisors giving effective feedback to school principals as a key component in formative evaluations. In addition, it uses a qualitative case study design situated within the context of the Al-Ain school district, which is supervised by the Abu Dhabi Education Council in the United Arab Emirates. The data was collected using several data collection methods, namely interviews, documents, and field notes. Six school principals participated in the study, and a thematic analysis of their comments and other information that they provided yielded four themes that reflected the quality of feedback they received: (1) feedback in absentia, (2) superficial or irrelevant feedback, (3) negative or judgmental feedback, and (4) constructive and individualized feedback. The evidence concludes that feedback aimed at improving the leadership practices of principals is limited, and there is no embedded professional learning dialogue wherein such feedback exists. This study adds to the body of leadership literature and sets forth implications for enhancing and redesigning feedback delivery in the formative evaluation process to improve principals’ practices and support their professional growth.

Charismatic Leadership of School Heads, Supervisory Relationship and Reciprocity Beliefs: Path Model on Work Ethics of Public Elementary School Teachers

“…It would support primary supervisors' educational endeavors, disseminate best practices, encourage professional development, implant supervisory abilities, enhance attitudes, and increase their knowledge bases. Principals can advance and become more effective instructional leaders with timely, detailed, actionable, differentiated, and future-focused feedback from supervisors (Alkaabi & Almaamari, 2020). This study's findings are consistent with those of a survey conducted by the authors (Bernard & Goodyear, 1992), which found that supervisors must be vigilant about their own and their supervisees' ethical standards in their capacity as the profession's gatekeepers.…”

“…To enhance and rethink feedback delivery in the formative assessment process, this study adds to the body of literature on leadership. It also lays out implications for promoting principals' professional development by helping them do their jobs better (Alkaabi, A. M., & Almaamari, S. A., 2020).…”

Academic Supervision Management to Support School Literacy Movement

“…Essentially, the quality of academic supervision is one of the factors which can enhance teachers' professional skills. The academic supervision will be qualified if the implementation was conducted precisely conforming to the teachers' requirements [29].…”

Middle-Tier Support for School Leaders: A Systematic Review

“…A su vez, cuatro artículos examinan otras estrategias desplegadas por el nivel intermedio para el desarrollo del liderazgo escolar, como por ejemplo programas distritales de formación y de desarrollo profesional. En estas estrategias los profesionales de nivel intermedio ocupan diferentes roles, tales como mentores, facilitadores o diseñadores de la instancia de trabajo (Tingle, Corrales & Peters, 2017;Paulsen & Hjertø, 2019;Liljenberg, 2021;Alkaabi & Almaamari, 2020).…”