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ERIC Number: ED546323
Record Type: Non-Journal
Publication Date: 2012
Pages: 132
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-2704-9
ISSN: N/A
New Principal Perceptions of the Alabama Professional Education Personnel Evaluation (PEPE) Program for Principals: A Tool for Induction
Childress, Rosalyn A. H.
ProQuest LLC, Ed.D. Dissertation, Alabama State University
Nationwide, there is an emphasis on the performance and accountability of principals. School districts are looking at the use of principal evaluation as a tool for improving the performance of principals, planning professional development, and school improvement. The development of the Alabama Professional Education Personnel Evaluation (PEPE) Program for Principals was a response to the numerous reform movements. In Alabama, the reform movement was driven by research indicating that excellence in schools is linked to the leadership skills of the principal and that new principals encounter specific problems and experience difficulty without evaluative support. The purpose of this study was to examine the perceptions of new principals regarding the effectiveness of the Alabama PEPE Program as a tool for induction. The 12 participants were African-American principals in Title I schools located in four school districts. A qualitative, case study research design was used and data collection consisted of individual, semi-structured interviews and document reviews. A qualitative thematic analysis generated a basis to develop the findings from the study to address the needs of new principals during their period of induction. The results of the study revealed four major themes: (a) need for creative induction programs, (b) an effective program for evaluating new principals. (c) continuous professional development, and (d) recommendations for the new evaluation program. New principals perceived some components of the PEPE System for Principals as beneficial in the induction of new principals, and some viewed the evaluation instrument as a good tool for assessing their effectiveness. All new principals stated that the PEPE's Professional Development Plan provided a needed focus for their professional growth. Principals suggested the new evaluation instrument for Alabama principals eliminate the portfolio and provide more opportunities for dialogue and observations. Principals also indicated that an induction/mentoring program, supported by experienced principals and district administrators, was needed in their school districts. Information gained from this study may help strengthen the Alabama State Department of Education's existing strategies for improving the induction process for new principals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama