Teachers can differentiate between standards-based leadership skills in principal evaluation surveys: a multilevel analysis

ABSTRACT

Teacher surveys of principal leadership are a common component of school improvement efforts. The usefulness of teacher feedback surveys is dependent on teachers’ interpretation of survey items. The current study explores evidence regarding the validity and reliability of teacher surveys for evaluating principals and explores their alignment to nationally recognized standards. We examine the responses of 6,965 teachers who took the Network for Educator Effectiveness Teacher Survey to evaluate 652 elementary, middle, and high school principals and assistant principals in Missouri. We explore how teacher perceptions aligned with the Professional Standards for Educational Leaders. Results of a multilevel exploratory and confirmatory factor analysis suggest that teacher perceptions aligned well with the standards, both at the teacher and principal levels. Responses showed good internal consistency. These results support the use of standards-based teacher surveys when evaluating principals, and suggest that teachers can effectively distinguish different domains of principal leadership.

KEYWORDS:

• Principal evaluation
• teacher surveys
• professional standards
• school improvement
• validity

Disclosure statement

The first two authors report that there are no competing interests to declare. The third author was involved in developing the NEETS.

Additional information

Notes on contributors

Eli A. Jones

Eli A. Jones is an assistant professor of research in the Department of Counseling, Educational Psychology & Research at the University of Memphis. His areas of expertise include measurement and assessment in education, educational performance assessments, and evaluation of school personnel.

Chia-Lin Tsai

Chia-Lin Tsai is an associate professor in the Department of Applied Statistics and Research Methods at the University of Northern Colorado. Her areas of expertise include psychometrics, large-scale assessments in education, and latent variable modeling.

Christi Bergin

Christi Bergin is a research professor in the College of Education & Human Development at the University of Missouri. Her areas of expertise include socio-emotional well-being of children, teaching effectiveness, and evaluation of educational and medical programs for children.