Teacher evaluation has the ability to greatly support increased student achievement. However, existing literature on the topic finds evaluations are not meeting the intended purpose. Since principals are responsible for the implementation of the process at their school site, their perceptions of current processes is of value if evaluations are to be of value. Therefore, this study investigated K-12 principals' perceptions of teacher evaluation practices in an urban northern California school district. Data were collected through the administration of a survey. Of the 79 surveys distributed to school principals, 52 were completed and returned. Upon receiving the surveys, frequencies, percentages, means, and dependent sample t-tests were employed to analyze the data. The inductive analysis approach was used to code open-ended responses. The results illustrate that principals find formative and summative evaluation approaches are more effective for non-tenured teachers. However, they find the evaluation process is more supportive of tenured teachers when only formative approaches are applied. Principals find the process time intensive and lacking a clear purpose. Additional barriers ranged from teacher unions, to a lack of district support and inconsistency of implementation among principals. Principals seek reform in teacher evaluations where all parties find the process meaningful despite tenure status. Furthermore, principals seek a more comprehensive process that includes both formative and summative approaches. It is recommended that further research be conducted on the impact of time, school structures that support principals as coaches and evaluators, and how credentialing programs and districts provide training to principals in evaluation processes and barriers.
","abstract_html":"<p>Teacher evaluation has the ability to greatly support increased student achievement. However, existing literature on the topic finds evaluations are not meeting the intended purpose. Since principals are responsible for the implementation of the process at their school site, their perceptions of current processes is of value if evaluations are to be of value. Therefore, this study investigated K-12 principals' perceptions of teacher evaluation practices in an urban northern California school district. Data were collected through the administration of a survey. Of the 79 surveys distributed to school principals, 52 were completed and returned. Upon receiving the surveys, frequencies, percentages, means, and dependent sample t-tests were employed to analyze the data. The inductive analysis approach was used to code open-ended responses. The results illustrate that principals find formative and summative evaluation approaches are more effective for non-tenured teachers. However, they find the evaluation process is more supportive of tenured teachers when only formative approaches are applied. Principals find the process time intensive and lacking a clear purpose. Additional barriers ranged from teacher unions, to a lack of district support and inconsistency of implementation among principals. Principals seek reform in teacher evaluations where all parties find the process meaningful despite tenure status. Furthermore, principals seek a more comprehensive process that includes both formative and summative approaches. It is recommended that further research be conducted on the impact of time, school structures that support principals as coaches and evaluators, and how credentialing programs and districts provide training to principals in evaluation processes and barriers.</p>","abstract_has_math":false,"creators":["Henry Barton, Shana N."],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Antonio Serna"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T05:36:00Z","subjects":["School administration","School principals","Urban schools","School districts","Academic achievement","Teacher evaluations","Perceptions","Education","Principals","Supervision","Teacher evaluation","Urban education","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781124167411"],"render_values":[{"text":"9781124167411","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/109","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Antonio Serna"]},{"key":"dc:creator","label":"Author","values":["Henry Barton, Shana N."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:56:31Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School administration","School principals","Urban schools","School districts","Academic achievement","Teacher evaluations","Perceptions","Education","Principals","Supervision","Teacher evaluation","Urban education","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781124167411","https://scholarlycommons.pacific.edu/uop_etds/109"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Teacher evaluation has the ability to greatly support increased student achievement. However, existing literature on the topic finds evaluations are not meeting the intended purpose. Since principals are responsible for the implementation of the process at their school site, their perceptions of current processes is of value if evaluations are to be of value. Therefore, this study investigated K-12 principals' perceptions of teacher evaluation practices in an urban northern California school district. Data were collected through the administration of a survey. Of the 79 surveys distributed to school principals, 52 were completed and returned. Upon receiving the surveys, frequencies, percentages, means, and dependent sample t-tests were employed to analyze the data. The inductive analysis approach was used to code open-ended responses. The results illustrate that principals find formative and summative evaluation approaches are more effective for non-tenured teachers. However, they find the evaluation process is more supportive of tenured teachers when only formative approaches are applied. Principals find the process time intensive and lacking a clear purpose. Additional barriers ranged from teacher unions, to a lack of district support and inconsistency of implementation among principals. Principals seek reform in teacher evaluations where all parties find the process meaningful despite tenure status. Furthermore, principals seek a more comprehensive process that includes both formative and summative approaches. It is recommended that further research be conducted on the impact of time, school structures that support principals as coaches and evaluators, and how credentialing programs and districts provide training to principals in evaluation processes and barriers.
"]},{"key":"dc:source","label":"Dc Source","values":["149"]},{"key":"dc:title","label":"Title","values":["Principals' perceptions of teacher evaluation practices in an urban school district"]}]}],"canonical_facts":{"dc:contributor":["Antonio Serna"],"dc:creator":["Henry Barton, Shana N."],"dc:date.available":["2018-06-29T08:56:31Z"],"dc:description.abstract":["Teacher evaluation has the ability to greatly support increased student achievement. However, existing literature on the topic finds evaluations are not meeting the intended purpose. Since principals are responsible for the implementation of the process at their school site, their perceptions of current processes is of value if evaluations are to be of value. Therefore, this study investigated K-12 principals' perceptions of teacher evaluation practices in an urban northern California school district. Data were collected through the administration of a survey. Of the 79 surveys distributed to school principals, 52 were completed and returned. Upon receiving the surveys, frequencies, percentages, means, and dependent sample t-tests were employed to analyze the data. The inductive analysis approach was used to code open-ended responses. The results illustrate that principals find formative and summative evaluation approaches are more effective for non-tenured teachers. However, they find the evaluation process is more supportive of tenured teachers when only formative approaches are applied. Principals find the process time intensive and lacking a clear purpose. Additional barriers ranged from teacher unions, to a lack of district support and inconsistency of implementation among principals. Principals seek reform in teacher evaluations where all parties find the process meaningful despite tenure status. Furthermore, principals seek a more comprehensive process that includes both formative and summative approaches. It is recommended that further research be conducted on the impact of time, school structures that support principals as coaches and evaluators, and how credentialing programs and districts provide training to principals in evaluation processes and barriers.
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