Teachers can differentiate between standards-based leadership skills in principal evaluation surveys: a multilevel analysis

Teacher surveys of principal leadership are a common component of school improvement efforts. The usefulness of teacher feedback surveys is dependent on teachers' interpretation of survey items. The current study explores evidence regarding the validity and reliability of teacher surveys for evaluating principals and explores their alignment to nationally recognized standards. We examine the responses of 6,965 teachers who took the Network for Educator Effectiveness Teacher Survey to evaluate 652 elementary, middle, and high school principals and assistant principals in Missouri. We explore how teacher perceptions aligned with the Professional Standards for Educational Leaders. Results of a multilevel exploratory and confirmatory factor analysis suggest that teacher perceptions aligned well with the standards, both at the teacher and principal levels. Responses showed good internal consistency. These results support the use of standards-based teacher surveys when evaluating principals, and suggest that teachers can effectively distinguish different domains of principal leadership.