Job performance evaluation of principals : an assessment of practices in Texas public schools

Abstract

The evaluation of the job performance of administrators in many states is inconsistent and in some cases abysmal. Currently, there exists in Texas a movement to improve the existing evaluation system based on recommendations by the Advisory Committee on General Management Training of Texas Education Agency (TEA). The purpose of this study was to assess the practices used to evaluate the job performance of principals in the 1987-88 school year and make recommendations for improvement. This was done in two parts: (1) comparing Texas evaluation instruments used to assess principals in the 1987-88 school year in terms of the four core knowledge and skill areas identified by the Advisory Committee, and (2) examining the attitudes and perceptions of principals in Texas concerning the evaluation of their job performance. Techniques of survey research were used for gathering and reporting data. Findings on the coding of the evaluation instruments revealed a large discrepancy between the number of categories developed by the Advisory Committee and the number of categories which were actually being used to evaluate the job performance of principals. Results from the written questionnaires showed consistent differences between the level and treatment of elementary and secondary principals. Secondary principals from large school districts felt the most involved in the evaluation process. The investigation also allowed principals to state clearly and forcibly their thoughts on the evaluation process.