Date Approved

2015

Degree Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Department or School

Leadership and Counseling

Committee Member

Barbara Bleyaert

Committee Member

Jaclynn Tracy

Committee Member

Nelson Maylone

Committee Member

Eboni Zamani-Gallaher

Abstract

The purpose of this study was to identify and develop an understanding of the relationships between the perceptions of principals regarding the Michigan mandatory annual teacher evaluation policy and job satisfaction, self-efficacy, and stress as principals navigated the roles of building manager, instructional leader and policy implementer. This quantitative study asked 3,009 Michigan public school principals to share their perceptions regarding the teacher evaluation policy. A total of 426 principals responded to a questionnaire published in a web-based format using a Likert scale. Interest in this study by the Michigan Department of Education Research Department allowed access to all email addresses for Michigan public schools using the Educational Entity Master (EEM) system. Questions in the survey collected demographic data and uncovered perceptions held by respondents regarding policy implementation, role definition, and reinforced constructs of job satisfaction, self-efficacy, time, stress, need for training and fairness in the implementation process Stakeholder theory, which had roots in business, defined the reciprocal relationship between owners and stakeholders by observing management practices implemented for the pursuit of articulated organizational goals and served as the conceptual framework. Descriptive and inferential statistics were used for the analysis and showed Michigan principals were marginally knowledgeable regarding the requirements of the evaluation policy; job satisfaction and self-efficacy were correlated to principals’ voice in the formation and implementation of the evaluation policy especially at the building and district levels; a weak relationship existed between knowledge and respondent self-esteem; and the constructs of job satisfaction, self efficacy, stress/time and knowledge were predictors for successful vi implementation of the policy. Coding the open-ended question led to the reinforcement of themes pertaining to self-efficacy, job satisfaction, time and stress. Additional identified themes included the need for training and a concern for statewide level of fairness in completing the evaluation. Through the lens of stakeholder theory, it was important to acknowledge the reciprocal relationship between the principal (as stakeholder) and Michigan legislature (as the firm). To increase the knowledge, job satisfaction and self-efficacy of principals, the opportunity to provide a voice to policy formation and implementation is recommended. Professional organizations, government and educational agencies and higher education leadership programs must address communication and training opportunities for educational leaders.

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