This qualitative study was conducted to understand the use and impact of the Texas Principal Evaluation and Support System (T-PESS) as a leadership framework and determine if patterns in leadership activities and behaviors could be observed and identified. Observations and interviews were conducted with four principal evaluators and four principals in four Texas school districts. Using constant comparative data analysis, results from observations and interviews were aligned to the research questions to discover emerging themes. Themes from the data included the consistency in the use and implementation of the T-PESS process by participants as well as the influence of principal evaluator feedback to principals and how it shapes behaviors of principals. Principal evaluators and principals interviewed in this study were consistent in their responses regarding steps used in the T-PESS process and could clearly articulate how the system is being implemented. Evidence from this study also finds that principals place value on feedback from their principal evaluators and principals adapt behaviors when given face-to-face feedback. An implication of the study for school districts is the importance of professional development for both principal evaluators and principals and the need for continuous learning and collaboration.
|Advisor:||Newton, William, Martinez, Carlos|
|Commitee:||Martinez, Carlos, Miranda, Twyla, Newton, William|
|School:||Texas Wesleyan University|
|School Location:||United States -- Texas|
|Source:||DAI-A 80/05(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership, Educational administration|
|Keywords:||Evaluation, Feedback, Principal|
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