Keywords
assessment
attestation
effectiveness
influence
school principal (head) of a general secondary education institution
distinction
How to Cite
Abstract
This study aims to explore the opinions of general secondary education institution principals regarding the impact of their professional performance assessment (certification) results on subsequent changes within their educational institutions. A questionnaire specially developed by the author and distributed via Google Forms was used for the survey. The Cronbach’s alpha coefficient indicates high reliability of the questionnaire as a measurement instrument (α>0.9). The study was based on a comparative analysis of responses from two groups of school principals, who expressed diametrically opposed opinions (“absolutely ineffective” – 135 respondents; “very effective” – 430 respondents) regarding the effectiveness (usefulness for future work) of the current certification procedure for their positions as heads of educational institutions. The results allowed us to rank a specific list of the most characteristic actions related to three main clusters (“Educational Policy and Management of School Development,” “Professionalism,” and “Environment of Interaction”), as well as to determine the principals’ views on a list of the most important performance indicators for these clusters. Mathematical statistics methods confirmed the presence of statistically significant differences in the subsequent behavior of school principals depending on their assessment of the effectiveness of their certification.
The study was conducted as part of the research project “Assessment of the Professional Activity of Teaching Staff.” The author based his reasoning on the idea that a positive perception by a teaching staff member, particularly the director of a general secondary education institution, of the results of a professional performance assessment will motivate them to focus their efforts on further professional development and create the necessary conditions for the ongoing success of all students at the institution.
References
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Fuller, E. J., & Hollingworth, L. (2014). A bridge too far? Challenges in evaluating principal effectiveness. Educational Administration Quarterly, (50), 466–499. https://doi.org/10.1177/0013161X13506595 (in English).
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Molapo, T., Parson, L., Hunter, Ch., & Butz, J. (2016) Changes in Principal Evaluation Standards: A Case Study of North Dakota Principals. School Leadership Review, 11 (1), 5. https://scholarworks.sfasu.edu/slr/vol11/iss1/5 (in English).
Nielsen, J. (2018). The Principal Evaluation: Connecting Principals Evaluation to the Growth and Development Process: A Case Study. Educational Administration: Theses, Dissertations, and Student Research, (288). https://digitalcommons.unl.edu/cehsedaddiss/288 (in English).
Paufler, N.A., & Sloat, E. F. (2020). Using standards to evaluate accountability policy in context: School administrator and teacher perceptions of a teacher evaluation system. Studies in Educational Evaluation, (64), 100806. https://doi.org/10.1016/j.stueduc.2019.07.007 (in English).
Player, D. (2018). Measuring Principal Effectiveness. EdPolicyWorks. University of Virginia (in English).
Raj, C., Friedman J.N., & Rockoff, J.E. (2014). Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. American Economic Review, 104(9), 2633–2679. https://doi.org/10.1257/aer.104.9.2633
Sahlin, S. (2023). Professional development of school principals – how do experienced school leaders make sense of their professional learning? Educational Management Administration & Leadership, 53(2), 380–397. https://doi.org/10.1177/17411432231168235 (in English).
Superville, D.S. (2014, May 20). States forge ahead on principal evaluation. Education Week. http://www. edweek.org/ew/articles/2014/05/21/32principals_ep.h33.html (in English).
Swisher, A., & Saenz-Armstrong, P. (2022). State of the States 2022: Teacher and Principal Evaluation Policies. Washington, D.C.: National Council on Teacher Quality. https://www.nctq.org/publications/State-ofthe-States-2022:-Teacher-and-Principal-Evaluation-Policies (in English).
Zedan, R. (2019). Attitudes of Teachers towards Principals Evaluations and Its Effects on Their Teaching Performances. Journal of Education and Culture Studies, 3(3), 206–226. https://doi.org/10.22158/jecs.v3n3p206 (in English).
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