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

Abstract

The goals for this qualitative study were to examine principals’ perceptions regarding their own supervision and evaluation. Two research questions guided the qualitative inquiry: (1) What are the greatest strengths of your own supervision and evaluation? and (2) What recommendations would you give to superintendents to improve your own supervision and evaluation? The study used an online tool to gather perceptions from principals regarding their own evaluation and supervision. Participants solicited included 275 principals from elementary, middle, or high schools, in a mountain west state. Out of the participants solicited, 95 principals agreed to participate (35% response rate). The emerging themes for the first research question were (1) trust and communication and (2) goal setting. The emerging themes for the second research question were (1) regular observations with feedback and (2) components to improve supervision and evaluation. Results from this study provided implications for those who supervise principals, as well as for those who train superintendents.

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

“…In cases where policymakers do point to research, we wonder if they are using such findings in appropriate ways to inform policy (Lubienski et al, 2016). In alignment with extant literature (Hvidston et al, 2015(Hvidston et al, , 2018McMahon et al, 2014), we also wonder: How were superintendents trained to evaluate principals and what was the rigor of such trainings (e.g., required a passing score on a test, multiple trainings throughout the year, interrater reliability establishment and attention to coder drift)? How prepared are superintendents to evaluate principals?…”

“…However, research shows principals desire honest and open communication in relation to their evaluations from supervisors in the form of positive reinforcement and constructive criticism on areas for improvement (Hvidston et al, 2018). This study concluded such reinforcement and criticism requires that the superintendent is "prepared and knowledgeable" (p. 220).…”

“…As school success is dependent upon the leadership of the principal (Hattie, 2009), evaluations of principals are essential to determine whether the principal is indeed a positive influence on the school. Although limited, current literature has focused on goal setting (Anderson & Turnball, 2016;Hvidston et al, 2015;Sinnema & Robinson, 2012, Sun & Youngs, 2009, multi-sourced evaluations, including stakeholder input (Clifford & Ross, 2011;Fuller & Hollingworth, 2014;, student achievement (Anderson & Turnball, 2016;Fuller & Hollingworth, 2014;Leithwood et al, 2010;McMahon et al, 2014;Williams et al, 2008), and evaluator training and feedback (Anderson & Turnball, 2016;Hvidston et al, 2015;Hvidston et al, 2018;McMahon et al, 2014;Sun et al, 2012;Zepeda et al, 2014) as elements of principal evaluations.…”

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

“…One potential rationale for the difference between the significant perceptions regarding supervision could be that not all instructional supervisors "made intentional moves to help principals value their own development as instructional leaders rather than to engage in instructional leadership work such as classroom observations as a matter of compliance" (Honig, 2012, p. 747). It is possible some superintendents might have difficulty creating this value in supervision with the past practice of supervision of principals emphasizing checklists or compliance (McMahon, Peters, & Schumacher, 2014) without developing trust or communication between principal and superintendent (Hvidston, McKim, & Holmes, 2018).…”

Improvement of principals’ supervision competence through accompaniment in principal working groups

“…At this meeting, they determined the goals, targets to be achieved and created a team of assistant principals to implement academic supervision. The implementation of supervision could be more directed and effective if it refers to the planning made professionally (Honig & Rainey, 2019;Hvidston et al, 2018;Noor et al, 2020). Next, the principal held a meeting with the teachers to socialise the academic supervision programme.…”