The Elementary Principal’s Understanding of the Teacher Evaluation Process and the Balance Between Roles of Evaluator and Trust Maker
Open Access DepositedThis dissertation explores how elementary school principals make sense of the teacher evaluation process and manage the complex responsibilities of serving simultaneously as evaluators and trust-builders. The study addresses the problem that, while evaluations are designed to support instructional improvement and accountability, they can also strain teacher-principal relationships and challenge efforts to build and sustain trust. The purpose of this qualitative study was to investigate how principals interpret and enact their dual roles, particularly in light of policy reforms initiated by Race to the Top, which heightened the focus on teacher accountability and student outcomes. Guided by sensemaking theory, the study draws on data collected through semi-structured interviews with 12 elementary school principals in a Mid-Atlantic school district. Findings indicate that principals view evaluations as important for professional growth, yet they recognize the potential for these processes to undermine relational trust if not handled with care. Strategies such as transparent communication, collaborative dialogue, and focused feedback were used to mitigate these tensions. The study underscores the need for enhanced principal training and improved evaluation tools that align accountability measures with trust-building practices. Future research could expand this work by examining how these dynamics operate in secondary schools or across diverse district contexts to further inform leadership development and policy design.
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