Merit-linked evaluation and the principal: A study of Illinois plans used with elementary principals
Schroeder, Fred Carl
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Permalink
https://hdl.handle.net/2142/20641
Description
Title
Merit-linked evaluation and the principal: A study of Illinois plans used with elementary principals
Author(s)
Schroeder, Fred Carl
Issue Date
1989
Doctoral Committee Chair(s)
Thurston, Paul W.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Language
eng
Abstract
The purpose of this study was to investigate merit-linked evaluation plans currently in use in Illinois with elementary principals. Twenty-two merit plans were collected and analyzed in view of their written components. A four cell typology was developed. Telephone interviews with the supervisor and three principals from 12 of the 22 identified districts were conducted.
The congruency between the written plans and their implementation was studied. The perceptions of the supervisors and the principals in view of six rationales for merit pay were analyzed.
It was shown that the plans had a variety of components. Generally, larger districts have more components which were more quantitative in nature. Smaller districts tend to have plans that are more qualitative in nature with fewer components. Merit occurs more frequently in larger districts that are near or above the mean spending level for similar districts.
To only study the written plans was not enough to understand actual usage. It was clear that the individual implementing the plan shaped the plan to some degree.
When the perceptions of the supervisors and principals regarding six rationales for merit pay were analyzed, it was found that supervisors had a more positive perception than principals. Neither group felt that their plan promoted loyalty. Both were relatively strong regarding their plan's ability to grade performance, provide motivation, enhance accountability, and serve as a political justification for salaries.
Several additional findings emerged. The importance of the interpersonal skills of the supervisor, the surprisingly high degree to which money was a motivation, the high degree of usefulness of a structured goal-setting process, and a lack of support for tying student test scores to the principal's evaluation were found.
Recommendations were promoted for those districts desiring to develop a merit-linked evaluation plan for their principals. Such a system may be problematic and must take into account a variety of factors.
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