Principal Leadership and Challenges for Developing a School Culture of Evaluation

Abstract

The purpose of this chapter is to identify how school principals can develop a culture of evaluation that will contribute to improving the quality of learning processes. If this goal is achieved, teachers, administrators and staff will respond more effectively to the needs of students and society in general. The chapter provides an overview of how the role of school principal has changed substantially during the last decade, demanding more rigorous assessment practices and accountability. The authors also discuss the nature and purposes of evaluation, emphasising the importance of integrating evaluation, planning, and decision-making. They describe common problems and attitudes that may impact the effectiveness of evaluations; in contrast, the chapter proposes several conditions that will allow the development of a culture of evaluation in schools. In order to demonstrate how these criteria work, a case study illustrates how they were applied by a school principal to resolve specific evaluation issues. The authors recommend that effective evaluations require cooperation between the school administration and teachers with open communication and active participation. This will not be possible without financial support and adequate training. It is the authors belief that if school principals put these recommendations into practice, it will be possible to develop a culture of evaluation within each educational community.