Principals' and superintendents' perception of their communication relationship: The impact of RISE evaluation system on communication activities between Indiana public school superintendents and principals using the Principal Effectiveness Rubric; Competency 2.2-Building Relationships
Abstract
The study examined school superintendents' and principals' perspectives toward their communication relationships regarding the RISE Principal Effectiveness Rubric- Competency 2.2 and preferred communication methods for school purposes. Further, of a particular interest was to determine if there is a difference in communication preferences between principals in smaller districts, compared to principals in larger districts. The study is quantitative, focusing specifically on superintendents and principals of Indiana elementary schools. Indiana code 20-28-11.5-4 sets certificated school employee evaluations on a yearly basis. A survey was used to determine the difference in superintendents' and principals' preferences regarding the use and role of communication channels required as part of the Principal Effectiveness Rubric. The survey data (i.e., the participating superintendents' and principals' responses to survey questions) were disaggregated based on district size (i.e., small districts and large districts, and other factors). This study examines the impact of the RISE Evaluation System on communication activities between superintendents and Principals. The survey revealed no statistically significant differences between superintendents in small and large districts, or between principals in small and large districts with regards to any of the five researched questions posed in the study. While it appears that there were no statistical differences among principals or superintendents based on district size, there were notable differences between superintendents' responses, when compared to principals' responses for similar question, in at least three findings: frequency of meetings, monitoring and tracking of activities, and receiving support for revising communication approaches and expanding scope of communication. One immediate conclusion of this study is that the superintendents in the sample perceived themselves to be much more adequate in communication than did their own principals.
Degree
Ph.D.
Advisors
Hirth, Purdue University.
Subject Area
Educational leadership|Communication
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