Purpose The purpose of this paper is to examine the perceptions of school principals of the evaluator’s role and to learn about their requirements of school evaluators. Design/methodology/approach The current study is based on the qualitative paradigm of data collection and analysis. This paradigm provides a profound a description of the phenomenon in the context in which it takes place, based on the respondents’ perceptions and how they interpret their experiences. In the course of the study, the authors used semi-structured in-depth interviews. Findings Findings indicated that principals had regarded the role of the school evaluator mainly as that of an expert, a managerial partner and an implementer of school evaluation culture. Research limitations/implications The interviewers were the teachers who had been trained for the school evaluator’s position. Practical implications The “school evaluator” and the principals bear the complex task of evaluation on their shoulders, and their success in fulfilling it depends on their insights about how to delineate and implement the evaluator’s role. The paper outlines some crucial benchmarks for resolving the issue of role definitions between them. Social implications As a relatively new profession, derived from other professions and research areas, evaluation has no solid, historical occupational legacy in schools. This paper broadens the merit of school evaluator as the facilitator of quality assurance. Originality/value The increased responsibility placed on schools, the demand of accountability as well as transparency, have obliged the schools to broaden and deepen the internal evaluation activities. This paper reveals the essence of school evaluator’s role and suggests some key points for his/her valuable work.

中文翻译：

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校长对学校评估者的看法和要求

目的本文的目的是研究学校校长对评估人员角色的看法，并了解他们对学校评估人员的要求。设计/方法/方法当前的研究基于数据收集和分析的定性范式。该范式根据受访者的看法以及他们如何解释自己的经历，对发生这种现象的情况进行了深刻的描述。在研究过程中，作者使用了半结构化深度访谈。调查结果调查结果表明，校长主要将学校评估者的角色视为专家，管理合伙人和学校评估文化的实施者。研究的局限性/含义访调员是接受过学校评估员职位培训的老师。实际意义“学校评估者”和校长肩负着评估的复杂任务，能否成功完成评估取决于他们对如何界定和实施评估者角色的见识。本文概述了一些重要的基准，以解决它们之间的角色定义问题。社会影响作为一种相对较新的职业，它起源于其他专业和研究领域，评估在学校中没有扎实的历史职业遗产。本文扩大了学校评估者作为质量保证促进者的价值。原创性/价值对学校的责任越来越大，对问责制的要求也越来越透明，迫使学校扩大和深化内部评估活动。本文揭示了学校评估者角色的本质，并提出了一些宝贵的工作要点。