A conceptual framework for principals' K-12 involvement in the evaluation of teachers

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Linda Hincher Greene (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Dale L. Brubaker

Abstract: The purpose of this study was to build a conceptual framework focusing on the principals' role in the evaluation of teachers. To this end, a conceptual framework was developed to aid in defining and clarifying the principals' involvement in the evaluation process. It also provides a means for systematically analyzing and viewing the training or retraining of principals in the area of teacher evaluation. The methodology utilized in this study, that of conceptual framework building, is less finite and less restrictive in nature, design, and elements than a conceptual model. Viewed heuristically, the framework is meant to serve as a means of discovering and thus encouraging further thought through ongoing refinement and analysis. Teacher evaluation and the principals' involvement are viewed as dynamic processes in which theory and practice are integrated through action and reflection as part of a larger interpretive endeavor. The framework consists of three conceptual arenas and accompanying elements. The first arena and the one over which the principal has greatest influence is related to the principal's basic values, attitudes, knowledge, and skills.

Additional Information

Language: English
Date: 1984
Teacher-principal relationships
School management and organization

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