Abstract
Purpose. The purpose of this study was threefold: first, to identify the extent to which elementary principals identify factors that prevent them from following through with unsatisfactory ratings during formal teacher evaluations; second, to determine the extent to which discrepancies exist between identified factors leading to internal conflict and the type of professional development training being provided to principals relative to teacher evaluation; third, to determine the effect that experience, gender, and the size of the school had on principals relative to the factors leading to internal conflict when writing teacher evaluations. Methodology. The researcher used a combination of descriptive and ex post facto research methodology. The population consisted of elementary school principals from 253 schools in San Bernardino County, California. A three-part questionnaire was utilized to collect data. The data were treated using a t-test and tabulated. Each item was compared and analyzed by examining the percentages, means, and standard deviation scores. Findings. (1) Principals are influenced to some degree by a variety of factors which result in lenient assessments of less-than-satisfactory teachers. (2) Principals indicated that more professional development was needed or desired relative to teacher evaluation regardless of the degree to which the factors of internal conflict influenced them. The data showed that at least 50 percent of the responses indicated discrepancies between the amount of professional development being provided and the amount desired for five of the nine areas of professional development. (3) Although the factors of internal conflict were found to have relative low degrees of influence on principals, there were significant differences found when experience levels, gender, and size of the school was considered. Conclusions and recommendations. The data revealed that there was a significant discrepancy between the identified needs of school principals relative to the factors of internal conflict experienced and the types of professional development being provided. Among the recommendations are: (1) an accountability system that promotes early intervention through accurate evaluations needs to be identified in the formal teacher evaluation process; (2) reexamine the content of the professional development being offered to school principals relative to teacher evaluation. There is a need to provide information relative to teacher evaluation that reflects both the technical elements of teacher evaluation and interpersonal elements. The content of the training provided should include a clear understanding of the intent and purpose for the evaluation process as determined by the school district philosophy.