A Comparison of the Assessments of Elementary School Principals’ Leadership Competence by Different Types of Evaluators

Author: Lain-Chyi Yeh(Department of Educational Policy and Administration, National Chi Nan University)

Vol.&No.：Vol. 53, No. 3
Date：December 2008
Pages：1-28
DOI：10.3966/2073753X2008125303001

Abstract：

A principal’s leadership competence influences his/her leadership effectiveness. In past studies, measurements of principals’ leadership competence (PLC) based on their own self-assessment were criticized as being too subjective. The study explored what influential effects about elementary principal’s leadership competence had made by different types of evaluators. One self-made scale with good reliability and validity was used to survey the perceptions of PLC of 366 principals, official directors and teachers in 122 elementary schools in Taiwan. It studied the influential effects with the views of difference, discrepancy and correlation. The findings indicated that perceptual gap in evaluators existed. Principals, other school officials and teachers had significantly different perceptions and perceptual structural models with regard to some dimensions and items in the “ought to do” and “had done” domains. But the only significant difference concerned items in the “synthetic competence” dimension. This showed that the different methods of scoring PLC caused the perceptual difference among evaluators. Furthermore, a perceptual gap existed between the “ought to do” and “had done” domains, for the perceptions of “ought to do” were significantly more positive than those of “had done.”

Keywords：principal leadership competence, principalship, elementary school

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