Publication Date

2018

Document Type

Dissertation/Thesis

First Advisor

Summers, Kelly H.||Tonks, Stephen M.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Educational leadership

Abstract

Principals are leading schools during a time of continuous change. Society, students, and expectations are always evolving and school principals are focusing much of their work on transforming their students and schools. However, prior to the 21st century there was little attention paid to the performance evaluation of school principals. The Performance Evaluation Reform Act (PERA) enacted new law on how principals were to be evaluated in Illinois. This study researches the influence that the performance evaluation process, under the constraints of PERA, has on the transformational leadership abilities of school principals. This study also researches the influence of the evaluator-principal relationship on the principal's transformational leadership abilities. It concludes with findings that support the use of many of the practices embedded in PERA paired with the development of supportive relationships between evaluator and principal.

Comments

Advisors: Kelly Summers; Stephen R. Tonks.||Committee members: Benjamin Creed.||Includes bibliographical references.

Extent

146 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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