The study was designed to facilitate the development of a set of guidelines which could be used by administrative personnel at Kokomo-Center Township Consolidated School Corporation (KCTCSC) in planning and implementing a program of administrative evaluation. A review of literature and research concerning administrative evaluation programs was made to identify principles and desirable practices relative to the development of evaluation philosophy and activities. The review of literature also was intended to focus upon the purpose of evaluation, responsibilities for making evaluations, criteria for evaluation, and acceptance of evaluation procedures and techniques by the administrative team members.The study included a review and analysis of evaluation programs conducted within the nineteen member school systems of the Indiana Public School Study Council as of January 1979. Twelve superintendents of the member school systems provided written descriptive materials. Selected materials were analyzed in order to determine the nature, scope, and procedural characteristics of practical, ongoing evaluation programs.The study also included a KCTCSC team survey. The survey was designed by a committee of representative administrators to solicit the opinions of all administrative team members of KCTCSC on eight specific areas affecting an evaluation program.Conclusions drawn from the findings of a review of the literature, the Indiana Public School Study Council Member Superintendent's Questionnaire, and the Kokomo Administrative Team Evaluation Survey Questionnaire were as follows.A. Administrative performance can and should be evaluated on a regular basis.B. Authorities are not in agreement that only one process of evaluation is correct.C. Evaluation may include two main purposes: the first, to help the evaluatee establish relevant performance objectives and work systematically toward objective achievement; and secondly, to assess the evaluatee's present performance in accordance with prescribed standards.D. Evaluation should require the evaluator(s) to assess the. performance of the evaluatee by rating the evaluatee on a value scale that may have varying degrees of excellence.E. Management by Objectives (MBO) should be a supplement to evaluation procedures that stress rating. Self-evaluation should always be encouraged.F. Formal evaluation of administrative team members should be conducted annually within the time framework of individual state laws. Informal evaluation should be a continuous process, on a day-to-day basis supplementing the formal process.G. The superior or supervisor should conduct the formal evaluation with informal documented evaluation input from peers, staff, students, parents, community, and evaluatee as situations and/or time warrants.H. Particular attention should be paid to amassing specific documentary evidence regarding each behavioral characteristic to be assessed.I. Evaluation should be supported by data, records, commendations, and critical comments, work achieved, spotchecks, special activities and awards.J. Little new information, if any, should be saved for the formal appraisal. Evaluation should concentrate on guidance and counseling, not solely on checking up on the evaluatee.K. The evaluator should enter the evaluation process with a mutual, unprejudiced, and unbiased attitude with respect to the evaluatee.L. The best evaluation system is of no value if the information is simply gathered and stored or ignored.M. Improvement of evaluatee performance involved two processes, assessment of evaluatee and in-service or job development.Guideline recommendations for planning and implementing an administrative evaluation program touch on the following considerations: the responsibilities of the board of school trustees, the superintendent of schools, and the evaluation committee which has been established by the superintendent of schools. Implementation and follow-up recommendations are also a part of the guideline recommendations made as a result of the study.

The problem of this thesis is to develop a technique to evaluate administrative personnel practices in schools.

The accountability movement in education has lead to performance based evaluations for teachers, principals, and district superintendents (Hanson, 1985). Although central office administrators serve a critical leadership role in the school system (Wimpleberg, 1987), little research has focused on this group of administrators. To be effective, an evaluation system must be supported by the total environment of the organization; without use of evaluation at the highest level of the school system, acceptance of its use at lower levels will be impeded (Bolton, 1980). The purpose of this study was to examine board policies and administrative procedures used to evaluate the "superintendent's cabinet"--central office administrators who report directly to and are evaluated by the superintendent. Specifically, the study addressed 1) board policies and administrative procedures currently used, 2) differences among districts, and 3) procedures considered desirable in evaluation of the cabinet. The population consisted of the 139 school districts that were members of either Mid-Urban Superintendents Association or National Federation of Urban-Suburban School Districts. Policies and procedures were examined via responses to a census questionnaire and through analysis of documents. Data were analyzed using descriptive statistics, cross tabulations, and chi-square tests. Formal evaluation of central office administrators was mandated by the state or specified in board policy in more than two-thirds of the districts. The average superintendent's cabinet consisted of 7 members. Evaluation occurred annually, was used for multiple purposes, and was obtained through various methods. Few differences occurred among districts related to size of the district. Currently used procedures were rated as most desirable by the superintendents. / Ed. D.

The purpose of this study was to investigate administrators' perceptions of their evaluations by school boards in larger Association of Christian Schools International (ACSI) schools. Critical questions about the evaluation practices of ACSI schools were addressed. Through the use of survey methodology, 282 administrators in ACSI schools of over 400 students were asked to respond to 19 questions. The first question asked whether or not the administrator had been evaluated. The next two questions pertained to written policies and practices that define the administrator's evaluation. The remaining questions explored the nature and extent of evaluations that had been conducted. Answers to these questions provide information crucial to developing more effective practices for ACSI school board members to follow in the evaluation of chief administrators.This study produced seven major findings:1) Most larger ACSI schools (91.4%) had written job descriptions for the chief administrator.2) Most larger ACSI schools (60.2%) did not have a formal policy for evaluating the chief administrator.3) Most existing policies (67%) did not specify a procedure to be followed for evaluating a chief administrator.4) Most chief administrators in larger ACSI schools (61.3%) had been evaluated by their school boards.5) Most administrators (56.9%) reported that their evaluations were informal.6) Geographic location did not appear to have an effect on practices used for evaluating chief administrators.7) The chief administrator's length of time in the current position did not appear to have an effect on practices used for evaluating chief administrators.In general, results suggested a dissatisfaction with the present state of evaluation. ACSI schools were less likely than public schools to have formal policies in place to govern board evaluation of a chief administrator. Finally, ACSI school boards were less likely than public school boards to evaluate their chief administrators.Three recommendations evolved from this study:1) Further research needs to be conducted concerning administrator and board evaluation in larger ACSI schools.2) ACSI could play a key role in helping member schools improve in the area of board evaluation of the chief school administrator.3) Larger ACSI schools need to improve policy and practice in the area of administrator evaluation. / Department of Educational Leadership

The problem of this study was to determine the perceived needs of selected Texas public school administrators in the areas of competence addressed in the PEEL (Performance Evaluation of the Educational Leader) definition of administrative competence. The conclusions included the following: 1. Between levels of administrative activity, differences were indicated in the high indexes of perceived need on the competency statements between the superintendency-level staff members (superintendent and his advisory staff who hold "line" positions) and the building-level administrators (elementary principals, junior high principals, and senior high principals). 2. Superintendency-level staff members tend to exhibit higher perceived needs on the competency statements relating to instruction and student-oriented responsibilities than do building-level administrators. 3. The size of a school district in which an administrator is employed, the number of years that an administrator has in educational administration, and the highest degree earned by an administrator cause no significant differences to appear in the manner in which an administrator assesses his perceived need on a particular competency statement.

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The purpose of the study was to obtain the judgments of superintendents, principals and teachers toward instructional leadership competencies for middle school principals.A questionnaire containing thirty-two instructional leadership competency statements was mailed to 796 teachers, 120 principals and 120 superintendents randomly selected from Indiana school corporations. Respondents were asked to select the level of need and actual demonstration for each competency statement. Judgments were obtained as to how each referent group viewed the way the principal should be functioning and how the principal was actually functioning in the area of instructional leadership.Returns were divided into four enrollment categories and questionnaires from principals with less than three years experience in the position were not utilized for the study. A total of 300 teachers or thirty-eight percent, sixty-two principals or fifty-two percent and sixty-eight superintendents or fifty-seven percent completed usable questionnaires.The results were analyzed by using Kendall's W and Spearmans Rank Order Correlation Coefficient in order to answer the following research questions.1. What instructional leadership competencies as provided in the questionnaire were judged by superintendents, principals and teachers to be needed for middle school principals?2. What instructional leadership competencies as provided in the questionnaire were judged by superintendents, principals and teachers as actually being demonstrated by middle school principals?3. What was the extent of agreement among superintendents, principals and teachers concerning instructional leadership competencies as they presently were judged to exist and as the competencies ought to exist for middle school principals?4. What dimension of the instructional leadership competencies--technical, human, conceptual--was judged by superintendents, principals and teachers to be significantlymore important?5. Were the instructional leadership competencies of the middle school principalship in a small middle school judged to be significantly different than those observed in larger middle schools?Findings indicated there was significant agreement among teachers, principals and superintendents as to needed and actually demonstrated instructional leadership competencies for middle school principals. Competencies in the areas of staff selection, assignment and supervision of teachers were ranked in the top ten needed competencies.The results indicated a need for principals to possess skills more from the conceptual and technical dimension rather than from the human dimension.The evidence further indicated significant agreement between the competencies needed and demonstrated by principals in small middle schools when compared to the instructional leadership competencies needed and demonstrated by principals in larger middle schools.

M.Ed. (Education Management) / Taking up the first principalship is a demanding career transition involving emergency professional development, not only for the new principal to move from the role of teacher and administrator, but for him to successfully diagnose a new culture. The degree of success that a new principal -has in discovering, understanding, developing further and managing a new school culture within the first year of his appointment, will determine his overall effectiveness in managing the new school. Against this background, the focus of this research paper will be to identify and define school culture. Included here will be a discussion of what constitutes culture, the process of acculturation, the influence of sub-cultures and the impediment of culture on both management and change. The role of the new principal in managing and where necessary changing existing culture in a school is described in this paper. The problem areas likely to be encountered and the solutions to these problems are also discussed. A strategy is proposed to assist future new principals with the problem of managing existing culture in the school. Divided into three parts, the strategy assist the new principal to read the existing culture of the school. Secondly, it proposes that the new principal follows a collaborative process for the review of and transformation of existing school culture. The final part of the strategy is to revise and establish innovative communication networks to ensure the strategy's overall success.

The study addressed three basic problems. First, the effectiveness of incumbent special education administrators in Virginia had not been assessed. Second, the qualifications of incumbent special education administrators in Virginia had not been determined. Third, requirements for special education administrators in Virginia had not been developed, despite the recommendation of Berquist, et al., (1987) following their evaluation study of special education programming across the state. The study was designed to assess effectiveness by gathering perceptions of the quality of the knowledge and skills demonstrated by special education administrators. The study was designed to gather information on special education administrator's status in regard to two standard qualifications for positions in educational agencies, i.e., endorsement(s) held and amount of position-specific coursework taken. The study was designed to generate recommendations regarding requirements for special education administrators based upon the results of an analysis of effectiveness (demonstrated knowledge or demonstrated skill) by qualifications (endorsement and coursework [in administration and supervision of special education]). / Ed. D.

This study critically examines the Integrated Quality Management System (IQMS), a quality and performance management system that was introduced into South African schools in 2005. The extent to which the Integrated Quality Management System has contributed to the development of the school in its entirety has been largely unchartered. The objectives of this dissertation were to determine what the perceived impact of the Integrated Quality Management System was on whole school development. A combination of both qualitative and quantitative research paradigms was employed in order to gather data in this study. Survey questionnaires were administered to principals and educators in KwaZulu-Natal in order to elicit their views on the IQMS. Semistructured and unstructured interviews were also conducted with principals, Senior Management Team members and educators. The data gathered was analyzed using the metatheoritical framework of ‘critical theory’ mainly because the main objective of the study was to uncover the assumptions underpinning the IQMS and its contribution to whole school development. The conclusions arrived at indicate that the mechanical aspects of the IQMS relating to ‘performitivity’ undermine the potential of the IQMS as a genuine professional development tool actuating whole school development. If IQMS is used for the latter purpose it would inevitably lead to an enhancement of the quality of teaching and learning and convert schools into highly developed institutions. Neo-liberal ‘managerialist’ and post-welfarist reforms adopted by the state are not apposite currently for a developing country like South Africa. South Africa requires an educator evaluation policy that is genuinely developmental, taking into account both the professional development needs of its educators and the socio-economic context in which schools operate to ensure schools develop holistically. / Further Teacher Education / D. Ed. (Education Management)