Explaining Teacher/Principal Differences in Evaluating Schools
- 1 January 1993
- journal article
- Published by Emerald Publishing in Journal of Educational Administration
- Vol. 31 (1)
- https://doi.org/10.1108/09578239310024728
Abstract
Explores the question of why principals rate their schools more highly than do their own teachers. Following the work of others, showing that disagreements between teachers and principals stem mainly from disagreements on discipline, reports on results which show that views on disciplinary policy are the only factor which is strong enough to overcome the somewhat biased grading by principals. Concludes that, if a principal wants higher teacher morale and higher grading of their school, efforts must be made to develop greater congruence between teacher and principal expectations and actions on discipline.Keywords
This publication has 2 references indexed in Scilit:
- Perceived Role Conflict, Role Ambiguity, and Teacher BurnoutEducational Administration Quarterly, 1982
- Perceived Pupil Control Ideology Consensus and Teacher Job SatisfactionUrban Education, 1973