The purpose of this study is to explore relevant issues concerning the evaluation of the principals of the elementary schools in Kaohsiung city, and in return, to provide a basis for the municipal administrators to conduct evaluation of the principals in the future. Applying the method of ¡§literature analysis¡¨, both domestic and international studies on the evaluation of the principals were collected and analyzed. These studies include basic concepts, establishment of criteria, methods of implementation, appointment of evaluators, application of the evaluation finds, and other relevant procedures. A questionnaire was designed to look into the viewpoints and the variance of the viewpoints of the educators, administrators, parents, and experts of the elementary schools. Regarding the prominent ideas rendered by various groups of people, a second phase questionnaire under the Delphi Method was prescribed. A common understanding was thus achieved. The questionnaire was distributed to 630 elementary school related subjects, including educators, administrative staff, parents, and experts. The response rate was 82.72% (523 specimens). The analysis The major procedures of data analysis were both qualitative and quantitative. In qualitative analysis, comments in the questionnaire were individually considered. In quantitative analysis, the formal questionnaire adopted statistical processes like percentage, frequency, mean, analysis of variance, and Shefield comparison. The second phase Delphi Method focused on 15 subjects including education experts, principals, parents, teachers and administrators. Both the quantitative and qualitative analyses were applied to achieve a common understanding from different functional groups on the evaluation of the principals. Based on findings of this study, conclusions are drawn as follow: 1.Currently, Bureau of Education of Kaohsiung City has not developed the official standards for evaluating the effectiveness of the elementary school principals. 2.The variance of the viewpoints between elementary school principals and teachers varied according to different evaluation issues. 3.The variance of viewpoints regarding principal evaluation issues varied according to participants¡¦ specific backgrounds. 4.New school culture is imperative to cultivate the mutual trust relationship between the principals and the teachers. 5.Conclusions regarding specific evaluation issues are drawn as below: -The purposes of principal evaluation are not only developmental-oriented but also and administrative-oriented. -With experts and researchers¡¦ assistance, the principal evaluation criteria need to be jointly developed by principal representatives, teacher representatives, and parent representatives. The evaluation criteria must include the core as well as the self-established criteria. - Principal evaluation process is composed of four phases: planning of evaluation, implementing and collecting data, processing date and generating results, providing feedback. -The frequency of principal evaluation must be corresponded to the principal¡¦s term of office, which is once in four years. -The appointment of evaluators ¡Õmust take into account three factors: profeessionality, multiplicity, and objectivity. - The date collecting methods for principal evaluation must be diverse. - The principal evaluation reports must consist of strengths as well as areas needing improvements. Moreover, a proper appeal procedure needed to be established for the principals to request further discussion regarding the evaluation results. -The evaluation results are not only form a frame of reference for ¡§decision-making¡¨ but also lay the cornerstone for improved practices and principals¡¦ professional growth. According to the results of this study, recommendations are made as follows: 1. Recommendations for Bureau of Education, Kaohsiung city - Developing official standards for evaluating the effectiveness of elementary school principals (see Appendix 10) -Cooperating with academic institutes to provide elementary school principals with opportunities for professional enhancement -A ¡§gradual model¡¨ should be adopted in the principal evaluation. 2. Recommendations for the elementary school principals -Embracing the notion of evaluation and actively engaging in planning, implementing and developing evaluation system. -Re-adjusting their leadership behaviors, cultivate persistent willingness and abilities for self-improvement and cumulate experience in making changes. - Emphasizing school managements and developing features unique to their schools. - Establishing and maintaining portfolios with documents represent their professional accomplishments. 3.Recommendations for teaching staffs in the elementary schools -Improving teaching staffs¡¦ evaluation capabilities by establishing professional dialogue mechanisms internally and externally. -Cultivating a culture of evaluation that is beneficial to school development as a whole 4. Recommendation to further studies to be made hereafter -Integrating evaluation criteria and paying more attention to principal¡¦s current practices, leadership behaviors and professional development. -Further exploring the relationship between ¡§principal evaluation¡¨ and ¡§evaluations of school management¡¨ and the feasibility of conducting both at a time. - ¡§Meta-evaluation¡¨ needs to be conducted to understand the effects of principal evaluation and advance the quality of evaluation eventually.

Thesis advisor: Diana Pullin / Within the education field evaluation exists on many levels. In a school district it is routine to find superintendents evaluating principals, principals evaluating teachers, teachers evaluating student work and parents evaluating all aspects of the school community. The purpose of this study was to investigate the manner in which public school superintendents perceived that they evaluated principal performance. The eight participants in the study were Massachusetts public school superintendents. The superintendents originated from districts located in eastern Massachusetts. Participants were interviewed about their principal evaluation activities and asked to provide documents relevant to the ways in which they evaluated principals. This study was specifically focused on three research questions. The first question dealt with the types of criteria and evidence a superintendent considered when evaluating a principal. The second question dealt with the processes and practices a superintendent employed to determine the degree to which a principal met the aforementioned criteria. The final question dealt with the level of consistency between principal evaluation practices advocated in the literature and the actual practice of evaluating principals as conducted by this study’s participants. The findings of this study indicated that principal evaluation is an incredibly complex endeavor. The study also identified several areas in which the principal evaluation can be strengthened in order to enhance principal leadership. The identified areas included the articulation of principal evaluation activities that are more cognizant of the local school environment, the need to better assist beginner superintendents as the evaluate principals and the need to provide superintendents with more time to thoroughly evaluate principal performance. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

The study aims to explore relevant issues concerning educational personnel¡¦s and students¡¦ parents¡¦ attitudes towards the elementary school principal evaluation in Kaohsiung County and to provide a basis for municipal administrators to conduct the principal evaluation in the future. Applying the method of ¡§literature analysis¡¨, both domestic and international studies on the evaluation of the principals were collected and analyzed. These studies included the role and ability of the principal, profession characteristics and pressure, the definition, criteria and purpose of the principal evaluation, and the implementation of principal evaluation in America and Britain. Based on the literature review, a questionnaire was designed to look into the viewpoints of the educational personnel and students¡¦ parents in Kaohsiung County. The questionnaire was distributed to 858 related subjects, including administrative staff, teachers, and students¡¦ parents in 51 elementary schools which were randomly selected. The response rate was 88% (757 specimens).Based on findings of this study, conclusions are drawn as follow: 1. School administrative staff, teachers, and students¡¦ parents all approved of the criteria of the principal evaluation and they placed great value on the aspect of fund management. 2. Senior school administrative staff and teachers had more positive attitudes towards the criteria of the principal evaluation. 3. Female and male parents had significantly different viewpoints on the aspect of the teaching leadership of the evaluation criteria. Females agreed with it more than males. 4. School administrative staff, teachers, and students¡¦ parents all approved of both the internal and external evaluators and they especially thought highly of the representatives of school teachers. 5. School administrative staff and teachers of different backgrounds had significantly different views about the representative evaluators from the Teachers¡¦ Association. 6. School administrative staff, teachers, and students¡¦ parents had a tendency to approve of applying both the quantitative and qualitative analyses to report the results of the principal evaluation. 7. Concerning the principal evaluation reports, school administrative staff, teachers, and students¡¦ parents had a tendency to approve of informing the principal individually instead of in public. 8. Concerning the implementation of the evaluation results, school administrative staff, teachers and students¡¦ parents had a tendency to approve that it would provide the reference for the principal to improve his/her practice and professional growth. 9. School administrative staff, teachers, and students¡¦ parents all thought that cooperating with academic institutes and providing opportunities for principal¡¦s further study to improve his/her professional growth was the most important relevant step of the principal evaluation. 10. School administrative staff, teachers, and students¡¦ parents agreed that having interviews with school teachers was the most important means of the principal evaluation. Based on findings of this study, recommendations are made for the municipal administrators, elementary school principals and further studies.

The purpose of this research was to construct the indicators of elementary school principal evaluation by the Delphi technique. The research goals were: (1)Discussing the domestic and foreign correlation theories and the studies of principals'evaluation, to be the reference of establishin- gquestionnaire of this research. (2)Construct evaluation items that were suitable for principals'evaluat ion in Kaohsiung. (3)By Delphi technique, the questionnaire survey through the whole city principals established the appropriate evaluation indicators and dimentions. (4)This research proposed the concrete suggestions, providing refere- nces for the educational administration institute¡C This research implemented two times of Delphi questionnaire survey and a whole city elementary school principals' general survey. The first questionnaire based on the literature discussion, collecting the entire domestic and foreign studies and evaluation indicators of various counties that had implemented principals' evaluation. The content of the questionnaire divided into five dimentions, 14 evalua- tion items and 35 evaluation indicators. After consulting with Delphi committee members, the revision showed 6 dimentions, 15 evaluation items and 55 evaluation indicators, developping for the second edition questionnaire. After two times of Delphi committee mem bers' survey, the third revision developped 5 dimentions, 14 evaluation items and 42 evaluation indicators. Survey to elementary school incumbent princip- als sent out 85 questionnaires, recycled 82 questionnaires, and the returns-ratio was 96.47%. Based on analysis of the data obtained, conclusions of the study were as follows 1.Construct evaluation indicators that suitable for principals'evaluation in Kaohsiung.¡G5dimentions (A, policy execution; B, administration management; C, curriculum and teaching leadership; D, professional re sponsibility; E, public relation), 14evaluation items and 40 evaluation indicators 2.¡§A, policy execution¡¨devided into 2 evaluation items and 5 evalu- ation indicators. 3.¡§B, administration management¡¨devided into 4 evaluation items and 12 evaluation indicators. 4.¡§C, curriculum and the teaching leadership¡¨ devided into 3 evalu- ation items and 10 evaluation indicators. 5.¡§D, professional responsibility¡¨ devided into 2 evaluation items and 5 evaluation indicators. 6.¡§E, public relation¡¨devided into 3 evaluation items and 8 evalua- tion indicators. 7.The principals in Kaohsiung. expressed the general acceptance to this research . Based on the conclusions, this research proposed suggestions: First, suggestions to educational administration institute. 1.Using evaluation indicators constructed by this research to underst- and systematically the achievements of the principals. 2.Hold the public hearings and the explanation meetings, in order to improve the understanding of principal evaluation. 3.Training evaluation experts to guarantee the value of principal evaluation. Second, suggestions to elementary school principals. 1.Principal evaluation is the current educational trend, everybody should embrace the enthusiastic manner. 2.Based on evaluation indicators, the principals should regularly or non-periodically comments conduct self-evaluation. 3.Paying much attention on communication and the public relation, the principals should establish good interaction with the colleague, the students and the community. Third, suggestions to future studies. 1.The following research may simultaneously survey in weight of evaluation dimentions, items and indicators. 2.May coordinate between principal and the school background to construct the common and different evaluation indicators

abstract: ABSTRACT Education policymakers at the national level have initiated reforms in K-12 education for that past several years that have focused on teacher quality and teacher evaluation. More recently, reforms have included legislation that focuses on administrator quality as well. Included in far-reaching recent legislation in Arizona is a requirement that administrators be evaluated on a standards-based evaluation system that is linked to student outcomes. The end result is an annual summative measure of administrator effectiveness that impacts job retention. Because of this, Arizona administrators have become concerned about rapidly becoming proficient in the new evaluation systems. Administrators rarely have the explicit professional development opportunities they need to collaborate on a shared understanding of these new evaluation systems. This action research study focused on a group of eight administrators in a small urban district grappling with a new, complex, and high-stakes administrator evaluation that is a component of an all-encompassing Teacher Incentive Fund Grant. An existing professional learning time was engaged to assist administrators in lessening their concerns and increasing their understanding and use of the evaluation instrument. Activities were designed to engage the administrators in dynamic, contextualized learning. Participants interacted in a group to interpret the meaning of the evaluation instrument share practical knowledge and support each other's acquisition understanding. Data were gathered with mixed methods. Administrators were given pre-and post-surveys prior to and immediately after this six-week innovation. Formal and informal interviews were conduct throughout the innovation. Additionally, detailed records in the form of meeting records and a researcher journal were kept. Qualitative and quantitative data were triangulated to validate findings. Results identified concerns and understanding of administrators as they attempted to come to a shared understanding of the new evaluation instrument. As a result of learning together, their concerns about the use of the instrument lessened. Other concerns however, remained or increased. Administrators found the process of the Administrator Learning Community valuable and felt their understanding and use of the instrument had increased. Intense concerns about the competing priorities and initiatives led to the administrators to consider a reevaluation of the competing initiatives. Implications from this study can be used to help other administrators and professional development facilitators grappling with common concerns. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2014

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本研究旨在瞭解新北市國民中小學校長評鑑之實施現況，並探討已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之受評校長，對校長評鑑實施現況之看法，進而檢核該評鑑符合人事評鑑後設評鑑四大標準-「適切性」、「效用性」、「可行性」及「精確性」之程度，最後歸納分析作成結論，並提出具體建議。 本研究採問卷調查法，以「新北市國民中小學校長評鑑之後設評鑑研究調查問卷」為研究工具，針對已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之68位學校校長為問卷調查對象，共寄出36份正式施測問卷，回收有效問卷共31份，以獨立樣本t考驗及單因子變異數分析進行統計。此外，本研究亦採取個案訪談法，以「新北市國民中小學校長評鑑之後設評鑑研究訪談大綱」為研究工具，針對已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之受評校長及評鑑規劃小組成員進行訪談，共計3人，以期深入瞭解新北市實施國民中小學校長評鑑之現況。 依據研究目的、綜合文獻探討、問卷調查分析及個案訪談結果，整理歸納本研究結果如下： 一、北市實施國民中小學校長評鑑在各層面均獲得認同，以適切性層面表現最佳，其次依序為精確性、可行性及效用性層面。 二、「學歷」變項在「適切性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 三、「學歷」變項在「效用性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 四、「學歷」變項在「可行性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 五、「學歷」及「學校規模」變項在「精確性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 六、新北市實施國民中小學校長評鑑尚屬可行，惟在評鑑計畫反映社會大眾期待、評鑑結果運用、回饋建議符合學校個殊性、評鑑過程兼顧量化及質性資料蒐集等方面可再加強。 七、新北市實施國民中小學校長評鑑能真實反應校長辦學情形，最有幫助之處在於協助校長檢視個人辦學優劣。 最後，本研究針對教育行政機關及未來研究提出具體建議。 關鍵字：校長評鑑、後設評鑑、後設評鑑標準 / The purpose of this research is to realize the implement status of elementary school and junior high school principal evaluation in New Taipei City, and to explore the elementary school and junior high school principals’ opinions on this evaluation. By examining the degree of the propriety, utility, feasibility, and accuracy dimension this evaluation gets, suggestions in accordance with the result of the research are made for improvements. The study adopted questionnaire survey, and the tool was “Questionnaire of meta-evaluation of elementary school and junior high school principal evaluation in New Taipei City”. The research subjects were elementary school and junior high school principals who participated the first stage to the third stage elementary school and junior high school principal evaluation in New Taipei City were surveyed. A total of 36 questionnaires were distributed; 31 valid returned ones were analyzed. Statistical techniques used include t-tests and one-way ANOVA. An interview research was also adopted in this study. 2 principals and 1 faculty who participated the first stage to the third stage elementary school and junior high school principal evaluation in New Taipei City were selected in order to get more information about the evaluation. According to the findings of the research, conclusions were summarized as followings: 1.The principal evaluation of elementary school and junior high school is approved in the propriety, utility, feasibility, and accuracy dimension. The propriety dimension gets the highest scores, followed by accuracy, feasibility, and utility dimension. 2.In the propriety dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 3.In the utility dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 4.In the feasibility dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 5.In the accuracy dimension, there are 2 significant differences in the educational background and the number of school classes. Master of education principals have higher agreement. 6.It’s feasible to implement the principal evaluation of elementary school and junior high school in New Taipei City, but it should be strengthened in the evaluation plan reflects community expectation, evaluation finding uses, the proposal of evaluation reporting is consistent with the different schools’ characteristics. Evaluation process taking into account the qualitative and quantitative data collection. 7.The principal evaluation of elementary school and junior high school in New Taipei City can truly reflects principals’ managing performance. The most helpful thing is to assist principals who examine their merits and shortcomings. Finally, the study provides suggestions to the administrative department and future researchers as reference resources. Key words：principal evaluation；meta-evaluation；meta-evaluation standards

本研究之目的主要在探討國民中小學校長評鑑系統的建構及有關研究。所採用的研究方法包括：文獻分析、問卷調查與訪談法。在文獻分析方面：分別就校長評鑑系統建構的基本理念、可能的探究取向與模式、英美兩國與國內國中小校長評鑑系統的發展情形、校長評鑑系統的後設評鑑標準與可能存在的問題等加以探討。在實證研究方面：以自編調查工具，對各縣市教育行政人員、國中小校長、主任、教師、家長與教育學者，就規劃實施國中小校長評鑑系統的三階段歷程要素、後設評鑑標準與可能存在的問題等，進行問卷調查與訪談。綜合本研究的結論發現：國中小校長評鑑系統的建構有其重要性，落實校長評鑑可協助校長提升辦學效能。而校長評鑑系統建構的理論與實務已日趨完善，在規劃過程中可參考不同的探究取向與英美兩國的實務經驗，讓校長評鑑系統的規劃能更為完備。此外，「教育評鑑標準聯合委員會」所發展的「教育人員評鑑標準」，不僅可用來協助規劃設計國中小校長評鑑系統，亦可以之進行現有校長評鑑系統的後設評鑑，妥當的應用可確保校長評鑑系統符合正當性（prophey）、效益性（utility）、可行性 （feasibility）與正確性（accuracy）標準。完整的國中小校長評鑑系統可分成三個階段，各階段均有應遵循的原則。做好規劃設計階段的工作是成功的第一步；資料蒐集階段應能正確而完整的蒐集資訊並遵循評鑑倫理；評鑑結果與處理階段，亦應配合評鑑目的，務實的做好各項後續工作，並作必要的決定。而評鑑歷程中務必遵守正當程序與保密原則，妥善保管資料並規範查閱程序，以保障受評校長的權益。最後本研究依上述研究結論，分別針對教育行政機關、國中小校長及其他利害關係人，綜合提出規劃實施國中小校長評鑑系統的建議。 關鍵字：校長評鑑、評鑑系統、評鑑模式、後設評鑑、評鑑標準 / The aim of this study is mainly to investigate the construction of the principal evaluation system of elementary and junior high schools and its related issues. The research methods included document analysis, questionnaires and interviews. The analysis of documents covered the basic concepts of the construction of principal evaluation systems, possible research approaches and models, the development of school principal evaluation in Taiwan as well as in the United States and Britain, meta-evaluation standards, and potential problems. A field study was conducted to explore the factors of the three phases of the design and implementation of a principal evaluation system, the meta-evaluation standards, and potential problems. It has employed questionnaire surveys and interviews to gather information from local government education administrators, school principals, deans, teachers, parents, and education academics. It has been found that the construction of school principal evaluation systems is more important than ever, and it could help raising school effectiveness. The construction of principal evaluation systems has been maturing in both theory and practice. Consulting different theoretical approaches and the practice of the United States and Britain makes the planning of principal evaluation systems comprehensive. Furthermore, the Personnel Evaluation Standards, developed by the Joint Committee on Standards for Education Evaluation in the United States, not only can serve as criteria for designing systems for school principal evaluation, they can be used to meta-evaluate ongoing principal evaluation systems as well. Applied appropriately, they should ensure that the standards of propriety, utility, feasibility, and accuracy are maintained in the principal evaluation system. A comprehensive system for school principal evaluation consists of three phases and each has its own rules to follow. The first phase is to plan and design it deliberately. Information should be gathered accurately and completely in the phase while the evaluation ethics is abided by. The consequent works should be taken care of in line with the purpose of the evaluation in the third phase of the processing of evaluation results. Necessary decisions should be made accordingly. Due process and confidentiality should be observed when implementing the evaluation. There should be an appropriate set of rules governing procedures of access to evaluation reports and data to protect the rights of the principals evaluated. According to the conclusions above, this research has offered some propositions regarding the planning and implementation of school principal evaluation systems. These propositions are aimed at education administrations, school principals, and other stakeholders. Keywords: principal evaluation, principal appraisal, evaluation system, evaluation model, meta-evaluation, evaluation standard,

Traditional research agrees that only effective school principals can fully influence student achievement, and school leaders are pivotal to the success of schools in America. Researchers have linked positive student outcomes to further illustrate the point, including student achievement, to high-quality school leadership. The purpose of this study is to assist state and district education leaders in Mississippi in having a more profound knowledge of which principal demographics and characteristics are more directly correlated with the improvement of accountability scores or student achievement. The results of the correlational and regression analysis to determine the relationship between principal variables and the number of points a school grew when comparing the 2017-2018 and 2018-2019 school year total accountability points earned. Limitations, implications, and recommendations for both school district leaders and future research are also discussed.