Principal Voice for Successful Policy Implementation: Lessons Learned from Teacher Tenure

Year 2020, Volume: 5 Issue: 1, 234 - 273, 07.05.2020

Pamela S. Angelle David J. Lomascolo

https://doi.org/10.30828/real/2020.1.7

Cited By: 1

Abstract

This study examined the perceptions of US school principals toward one US state’s revamped teacher tenure law and how principals perceived that the law affected their ability to evaluate and retain effective teachers. Principal interviews indicated the law had a positive impact on their ability to evaluate and retain effective teachers despite barriers associated with the teacher evaluation system. Findings were examined through Hess’ (1999) political attractiveness of reform framework. Results highlight that future research should examine stakeholder and principal voice in policy initiatives and education agendas. As such, a conceptual model for predicting the success of educational reform initiatives is provided.

Keywords

Qualitative, Teacher tenure, Teacher evaluation, Principal, Perception, Policy research, Principal voice

References

• Alexander, N. A. (2013). Policy analysis for educational leaders: A step by step approach. Upper Saddle River, NJ: Pearson. Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., Ravitch, D., Rothstein, R., Shavelson, R. J., & Shepard, L. A. (2010, August). Problems with the use of student test scores to evaluate teachers (Issue Brief No. 278). Washington, DC: Economic Policy Institute.