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dc.contributor.authorRountree, James Earlen_US
dc.date.accessioned2017-03-10T21:55:51Z
dc.date.available2017-03-10T21:55:51Z
dc.date.issued1981en_US
dc.identifier.urihttp://hdl.handle.net/10919/76569
dc.description.abstractProblem The problem of this study was to ascertain the answer to the following question: What are the criteria and procedures used in the formal evaluation of secondary public school principals' performance in Virginia, and how important are these to the process? Further inquiries were made to determine the purposes of evaluating secondary public school principals. Procedures A four-point scale was employed in the questionnaire to assess the opinions of division superintendents regarding the importance of the evaluation criteria and procedures employed to evaluate the performance of secondary public school principals. The Likert four-point scale was used to allow respondents to indicate for each statement relative to the evaluation criteria and procedures a choice of one of four degrees of responses: very important, important, slightly important, or not important. Descriptive statistics (frequencies and percentages) were employed to analyze data relative to the problem, and the one-way analysis of variance was employed to determine if differences existed between demographic variables and responses of groups of division superintendents to the degrees of importance of the evaluation criteria and procedures. The Scheffe test was employed to determine which groups differed significantly at the .05 alpha level. Population Data were sought for the major survey from the population of division superintendents in 132 school divisions in Virginia. One hundred and five division superintendents completed and returned the major survey questionnaire. Division superintendents were chosen as the population to supply data for this study because they were the ones who legally were responsible for the evaluation of principals. Conclusions 1. The “Standards of Quality" evaluation criteria that pertained to the annual school plan, handbook of policies and procedures, coordinating services of persons working in the school, instructional supervision and assistance to teachers, and the cooperative evaluation program were very important to the formal evaluation process of secondary public school principals. Also, the "non-Standards of Quality" evaluation criteria that pertained to business and finance, school plant, and school community relations were. very important to the formal evaluation process of secondary public school principals. 2. The procedures that were employed to gather data to assess the principals' work performance were very important. Also, making personal visits to the school by the superintendent was a very important procedure to the formal evaluation process of secondary public school principals. 3. The most important purpose of the evaluation of secondary principals was to improve task performance and the least important purpose was to grant merit or performance pay. Recommendation The "Standards of Quality" and "non-Standards of Quality" evaluation criteria and procedures that division superintendents rated very important to the formal evaluation process of secondary public school principals should be continuously employed to evaluate the principals in Virginia. Specific findings, implications, ·and recommendations were offered.en
dc.format.extentx, 202, [3] leavesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.publisherVirginia Polytechnic Institute and State Universityen_US
dc.rightsThe authors of the theses and dissertations are the copyright owners. Virginia Techs Digital Library and Archives has their permission to store and provide access to these works.en_US
dc.subject.lccLD5655.V856 1981.R687en_US
dc.subject.lcshHigh school principals -- Rating of -- Virginiaen_US
dc.titleThe evaluation criteria and procedures employed to assess the performance of secondary public school principals in Virginiaen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Administrationen_US
dc.description.degreeEd. D.en_US
dc.identifier.oclc8421090en_US
thesis.degree.nameEd. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Administrationen_US
dc.type.dcmitypeTexten_US


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