PRINCIPALS’ EVALUATION TASKS, TEACHERS’ PERCEPTION, AND DIFFERENCES

Zeljko Burcar

Abstract


The aim of this research is to examine the teachers’ attitudes towards the principals’ evaluation tasks. The secondary aim is to examine the relations between the number of shifts, a number of students, teachers’ level of education, teachers’ daily and weekly workload, and teachers’ perception of the evaluation tasks that principals perform. The sample consists of school teachers from the Republic of Croatia (N=87), covering ISCED 2 and 3 educational levels. The sample is intentional and occasional and represents experienced teachers and expert associates suitable for this type of research. The scale constructed for this research has been extracted from the scale for the assessment of the principals’ role designed by Burcar (2010). The findings from our research lead us to the conclusion that gender differences in the perception of the principals’ evaluation tasks exist only on the control subscale. Our research confirms the teachers’ perception of the principals’ evaluation tasks: insight, analysis, control, and grading. Teachers have attitudes about them because they are visible, which means that principals actually perform them. Principals are evaluators. In the prognosis of the principals’ evaluation and grading tasks, the daily and weekly workload has a statistically significant predictive value.


Keywords


Education, analyses, control, grading, school management, leadership, principal’s role

Full Text:

PDF

References


Burcar, Z. (2008). Umjetnost izvrsnosti. Zagreb: Libar

Burcar, Z. (2010). Uloga ravnatelja i njezino ostvarivanje u hrvatskom skolstvu. Disertacija. Rijeka: Filozofski fakultet Sveucilista u Rijeci.

Burcar, Z. (2013). Skolski menadzment i liderstvo. Split: Redak

Burcar, Z. (2014). Role of the principal i Croatian Education: Manager, Leader or Administrator. European Journal of Mental Health, 9, 87-96

Burcar, Z. (2015). Relationship between Teachers’ Attitudes about Principals’ Communicational Jobs toward School Size, Level of Teachers’ Education, Workload and Gender. International Journal for Innovation Education and Research, 3 (10), 37-44.

Burcar, Z. (2016). Theoretical Algorithm of Educational Design. Journal of Global Research in Education and Social Science 7(3): 127-134.

Burcar, Z. (2017). Differences between primary and secondary school principals’ role, their role and potential principals’ perceptions. MEST journal, 5(2), 7-14.

Cooley, V., & Shen, J. (2003). School Accountability and Professional Job Responsibility: A Perspective from Secondary Principals. NASSP Bulletin, 87, 634-637.

Eratuuli, M., & Nylen C. (1995). The Improvement of school Leadership: Cooperation between Russian, Swedish and Finnish Principals. Part I: The Background Context, and Principals' Job Descriptions. Research Report 151. Helsinki University, Finland.

Kochan, F. K., Spencer, W. A., & Mathews, J. (1999). The Changing Face of the Principalship in Alabama: Role, Perceptions, and Gender. Availability: EDRS Price MF01/PC02. Speeches/meeting papers.

Matijevic, M. (2005). Evaluation in education. Pedagogijska istrazivanja, 2(2), 279-298. Retriewed from https://hrcak.srce.hr/139323

Pastuovic, N. (1999). Edukologija. Znamen: Zagreb.

Sindik, J. (2008). Kako bivsi studenti i studentice procjenjuju razlike izmedju profesora i profesorica? Metodicki ogledi, 15(2), 47-69.

Vrcelj, S. (2000). Skolska pedagogija. Rijeka: Filozofski fakultet.


Refbacks

  • There are currently no refbacks.