{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/84017"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/84017","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Principal Perceptions of the Effectiveness of their Evaluations","abstract":"Ed.D.","abstract_html":"Ed.D.","abstract_has_math":false,"creators":["Jachlewski, Jeffrey; 0000-0001-5820-2869"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Jacobson, Stephen","Educational Leadership and Policy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-06-21T15:47:05Z","date_published":"2022-06-21T15:47:05Z","updated_at":"2026-07-27T19:05:28Z","subjects":["educational leadership"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/84017","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jacobson, Stephen","Educational Leadership and Policy"]},{"key":"dc:creator","label":"Author","values":["Jachlewski, Jeffrey; 0000-0001-5820-2869"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-06-21T15:47:05Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/84017"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ed.D.","As accountability demands increase for schools and student achievement, the role of the principal continues to evolve into a multifaceted combination of managerial and instructional leadership skills. As the principal position changes, so does the need to have an effective evaluation system that will assess and assist with professional growth. The purpose of this qualitative study was to identify principals' perceptions of their evaluations in one suburban school district in New York State. Individual interviews were conducted with nine principals to determine the components of the evaluation process they find most beneficial in increasing their leadership performance, satisfaction, and skill level, as well as their suggestions for improvement. Three prevalent themes emerged from the interviews with the principals about their evaluations: conversation, relationships, and complexities of the position. Principals believed that conversation, both formal and informal, is most important to the evaluation process. They also stressed building positive relationships based on support, empathy, trust, connections, and respect as critical to the principal evaluation. Principals also explained that their roles are complex and change daily, making the evaluation process complicated. Recommendations for improvement of the principal evaluation process were offered, including appropriate training for evaluators and additional time for discussion between principals and evaluators.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Principal Perceptions of the Effectiveness of their Evaluations"]}]}],"canonical_facts":{"dc:contributor":["Jacobson, Stephen","Educational Leadership and Policy"],"dc:creator":["Jachlewski, Jeffrey; 0000-0001-5820-2869"],"dc:date":["2022-06-21T15:47:05Z","2020"],"dc:description":["Ed.D.","As accountability demands increase for schools and student achievement, the role of the principal continues to evolve into a multifaceted combination of managerial and instructional leadership skills. As the principal position changes, so does the need to have an effective evaluation system that will assess and assist with professional growth. The purpose of this qualitative study was to identify principals' perceptions of their evaluations in one suburban school district in New York State. Individual interviews were conducted with nine principals to determine the components of the evaluation process they find most beneficial in increasing their leadership performance, satisfaction, and skill level, as well as their suggestions for improvement. Three prevalent themes emerged from the interviews with the principals about their evaluations: conversation, relationships, and complexities of the position. Principals believed that conversation, both formal and informal, is most important to the evaluation process. They also stressed building positive relationships based on support, empathy, trust, connections, and respect as critical to the principal evaluation. Principals also explained that their roles are complex and change daily, making the evaluation process complicated. Recommendations for improvement of the principal evaluation process were offered, including appropriate training for evaluators and additional time for discussion between principals and evaluators.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/84017"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["educational leadership"],"dc:title":["Principal Perceptions of the Effectiveness of their Evaluations"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:28Z"}