Why Principals Rate Teachers Leniently During Classroom Observations: A Focus Group Study

• In Event: Park Central Roundtable Session 1
  In Roundtable Session: Observing Learners and Teachers in Classroom Settings

Abstract

Principals tend to rate teachers leniently during classroom observations in authentic teacher evaluation systems. This study uses focus groups to investigate why ratings are inflated. Data are from 15 principals selected for experience and school level (elementary to high school). Two reasons for inflated scores that emerged are: (1) principals’ desire to maximize teachers’ acceptance of feedback (e.g., by avoiding teachers’ demoralization or pushback from low scores), and (2) principals’ lack of confidence as instructional coaches. Results suggest that increasing principals’ skill and efficacy for instructional coaching may improve accuracy of ratings. The final paper will discuss other reasons that emerged, and include results from a survey of 1,000 principals that asks how generalizable are the focus group results.

Authors

• Eli Andrew Jones, University of Missouri - Columbia

• Christi Crosby Bergin, University of Missouri

• Bridget Murphy, University of Missouri - Columbia