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The purpose for this study was to develop criteria and procedures for the improvement of evaluation of principals in Nebraska Public Schools. This study focused on three major areas: (1) Providing some answers to the question "How can school districts improve their program of principal evaluation?" (2) Generating and verifying a set of recommended criteria and procedures for evaluation of a building principal. (3) Perceptions of Nebraska public school administrators concerning criteria and procedures for principal evaluation were examined and analyzed.
A survey instrument, refined after validation by a jury of experts, was submitted to a random sample of 88 superintendents and 117 building principals.
Selected findings from data analysis are (1) the "organizational ability" and "leadership skills" were viewed unanimously by 100 percent of the respondents as essential qualities by building administrators. On the other hand 11.7 percent of the superintendents and six percent of the principals perceived that the college or university attended by the principal had any relevance as a criterion relating to the effectiveness of a building administrator. (2) The superintendents and principals (at least 69 percent of each group) perceived that the superintendent (or central office personnel), principals from the local district, or "an administrative team" should be responsible for the design of the evaluation plan. Also, the superintendents and principals (at least 94 percent of each group) perceived that the superintendent (or central office personnel) should be involved in evaluating building administrators, and that principals' self-evaluation should be part of the process. (3) Four demographic variables--district size, age, level of formal training, and educational administrative experience--considered in this study were found not to relate to the perceptions of the Nebraska public school administrators concerning criteria and procedures for principal evaluation. (4) Significant differences in group means were found in the perceptions of superintendents of various school district sizes concerning the criteria for evaluating building principals. In viewing the procedures for principal evaluation no significant differences in group means were found in the perceptions of the respondents.
The conclusions and recommendations based on findings from the literature and related research and data analysis are reported in this study.
