Match or Mismatch? Assistant Principals' Roles and Their Perceptions of the Evaluation System

Autor/inn/en	Moyer, Anna; Goldring, Ellen
Titel	Match or Mismatch? Assistant Principals' Roles and Their Perceptions of the Evaluation System
Quelle	In: Educational Administration Quarterly, 59 (2023) 1, S.40-71 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moyer, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X221137047
Schlagwörter	Assistant Principals; Administrator Role; Administrator Attitudes; Leadership; Administrator Evaluation; Gender Differences; Institutional Characteristics; Interprofessional Relationship; Novices; Tennessee + Suchen Sie Ihr Suchwort? Principal; Principals; Stellvertretende Schulleitung; Führung; Führungsposition; Geschlechterkonflikt
Abstract	Purpose: We examine the extent to which assistant principals' time spent in different leadership roles (instructional leadership, student affairs, and school management) is associated with their perceptions of the evaluation system. We focus on this outcome because individuals are more likely to engage with evaluation feedback if they have positive perceptions of their evaluations. Research Method: We use survey data from assistant principals in Tennessee, where assistant principals are evaluated using a state-wide leadership evaluation system. We use regression analysis to determine the relationship between assistant principals' roles and their perceptions of this evaluation system. Findings: On average, assistant principals in our sample spend 29% of their time on instructional leadership, 46% of their time on student affairs, and 25% of their time on school management. Those that spend more time on instructional leadership have more positive perceptions of the evaluation system. Perceptions of the evaluation system are also related to previous evaluation scores, the principal-assistant principal relationship, and novice assistant principal status. Implications: Our work raises important questions about the potential misalignment between assistant principals' roles and their evaluations. This misalignment has potential implications for assistant principals' development and career advancement. States and districts might consider if assistant principals' evaluation systems are well-aligned with assistant principals' roles and developmental needs. Further research is needed on the topic of assistant principals' evaluation systems. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01