Principal Self-Efficacy and Professional Development For Teacher Evaluation in Indiana

Abstract

The purpose of this study is to determine principals’ sense of self-efficacy for evaluating teachers, and to identify characteristics of professional development they experienced. A secondary purpose is to learn how or to what extent their professional development influenced their sense of self-efficacy. Eight elementary principals were interviewed from two Indiana school districts using a semi-structured interview protocol based on the Principal Self-Efficacy Scale survey. Documents from professional development sessions, and an observation of a training are also included in the data analysis. Principal participants showed a moderate to high sense of self-efficacy for evaluating teachers, though the impact of that was not substantial. The district context is important to consistent quality of professional development experiences, which influences principals’ sense of self-efficacy. District and state education leaders should consider careful development and full funding for principals’ professional development for teacher evaluation, ensuring fidelity of implementation and sustainability for best outcomes.