Examining the professional development for principals regarding teacher evaluation and the relationship to student achievement
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The mixed method convergent study was conducted to explore the impact of principal professional development practices on teacher evaluation and student EOC scores in high schools in southwest Missouri. Electronic survey data (Qualtrics) were analyzed from 33 certified principals in 33 secondary sites across southwest Missouri. Additionally, a qualitative survey was extended to the principals who completed the quantitative survey. The Leader Member Exchange Theory provided a lens for examining the professional development of principals regarding teacher evaluation within the research study. The quantitative results of the study revealed no correlation between principal professional development regarding teacher evaluation and student EOC scores. Additional qualitative data found that upon being hired, principals indicated they received less than 10 hours of professional development on teacher evaluation per school year. Additionally, 41% of respondents reported either they were not assigned a mentor upon becoming a principal or their mentor was not beneficial. Qualitative data collected during the study found principals perceive continuous development in post-evaluation meetings and more time practicing feedback conversations as a component of their development in becoming effective evaluators.
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