An Exploration of the Perceptions of Elementary Principals on the Process and Benefits of the Principal Evaluation
This qualitative case study investigated the principal evaluation process as described and experienced by principals and principal evaluators and the feedback provided in the principal evaluation process. The conceptual framework, VAL-Ed was used because it is grounded in research literature and is based on leadership standards.
The participants were six elementary principals and three principal evaluators from each of the three participating districts. This study contradicted earlier research, in finding principal evaluations are aligned to professional standards and principals report their evaluation is beneficial. The study found the informal feedback that occurs during the evaluation process is perceived as more beneficial than the formal document. The study found principals were often concerned with the blurring of the lines of the evaluator's role in the district and the role as evaluator. The study found a need to provide training for principal evaluators.
","abstract_html":"<p>An Exploration of the Perceptions of Elementary Principals on the Process and Benefits of the Principal Evaluation</p> <p>This qualitative case study investigated the principal evaluation process as described and experienced by principals and principal evaluators and the feedback provided in the principal evaluation process. The conceptual framework, VAL-Ed was used because it is grounded in research literature and is based on leadership standards.</p> <p>The participants were six elementary principals and three principal evaluators from each of the three participating districts. This study contradicted earlier research, in finding principal evaluations are aligned to professional standards and principals report their evaluation is beneficial. The study found the informal feedback that occurs during the evaluation process is perceived as more beneficial than the formal document. The study found principals were often concerned with the blurring of the lines of the evaluator's role in the district and the role as evaluator. The study found a need to provide training for principal evaluators.</p>","abstract_has_math":false,"creators":["Viramontez, Shelly D."],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation","degree_discipline":"Leadership Studies","degree_department":null,"school":null,"contributors":["Chris N. Thomas","Patricia A. Mitchell","Sarah Capitelli"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T05:42:35Z","subjects":["Principal Evaluation Process","Principal Evaluations","Principal Evaluators","Principal Feedback","School Administrator Evaluation","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/diss/14","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Chris N. Thomas","Patricia A. Mitchell","Sarah Capitelli"]},{"key":"dc:creator","label":"Author","values":["Viramontez, Shelly D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2012-01-26T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"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":["Principal Evaluation Process","Principal Evaluations","Principal Evaluators","Principal Feedback","School Administrator Evaluation","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/diss/14"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["An Exploration of the Perceptions of Elementary Principals on the Process and Benefits of the Principal Evaluation
This qualitative case study investigated the principal evaluation process as described and experienced by principals and principal evaluators and the feedback provided in the principal evaluation process. The conceptual framework, VAL-Ed was used because it is grounded in research literature and is based on leadership standards.
The participants were six elementary principals and three principal evaluators from each of the three participating districts. This study contradicted earlier research, in finding principal evaluations are aligned to professional standards and principals report their evaluation is beneficial. The study found the informal feedback that occurs during the evaluation process is perceived as more beneficial than the formal document. The study found principals were often concerned with the blurring of the lines of the evaluator's role in the district and the role as evaluator. The study found a need to provide training for principal evaluators.
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This qualitative case study investigated the principal evaluation process as described and experienced by principals and principal evaluators and the feedback provided in the principal evaluation process. The conceptual framework, VAL-Ed was used because it is grounded in research literature and is based on leadership standards.
The participants were six elementary principals and three principal evaluators from each of the three participating districts. This study contradicted earlier research, in finding principal evaluations are aligned to professional standards and principals report their evaluation is beneficial. The study found the informal feedback that occurs during the evaluation process is perceived as more beneficial than the formal document. The study found principals were often concerned with the blurring of the lines of the evaluator's role in the district and the role as evaluator. The study found a need to provide training for principal evaluators.
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