Purpose: Multiple-measure principal evaluation systems have become commonplace in the past decade, but we do not know how principals perceive their evaluations under these regimes. This study analyzes how principals perceive evaluation in a state that was an early adopter of such a system. It describes how attitudes are explained by individual and contextual factors, performance ratings, and elements of the evaluation process. Research Methods: Using data from a statewide survey of Tennessee principals in three consecutive school years, we create an index of principal evaluation perceptions of evaluation, then employ regression analysis to predict principals’ attitudes with measures gleaned from survey and administrative data sources. Findings: High school and veteran principals have more negative views of their evaluations. Practice ratings from the principal’s supervisor, though not the overall evaluation score, are positively correlated with attitudes. Principals assigned ratings more often view evaluation more positively, even accounting for their rating, as do principals who have worked longer with their evaluator. We find no evidence that racial or gender matching between principals and raters leads to more positive perceptions, and in fact Black principals may perceive evaluation more negatively when their evaluator is Black. Implications: Our results suggest some directions for states and districts seeking to make evaluation more meaningful for principals. Principals appear to value both frequency of feedback and consistency in raters over time. These factors may be especially important for low-rated principals, veteran principals, and those in secondary schools, who may perceive less value from principal evaluation.

目的：在过去十年中，多指标委托人评估系统已变得司空见惯，但我们不知道委托人如何看待这些制度下的评估。这项研究分析了在这种系统的早期采用者的情况下，校长如何看待评估。它描述了态度是如何通过个人和上下文因素，绩效等级以及评估过程的要素来解释的。研究方法：使用连续三个学年对田纳西州校长进行的州范围调查得出的数据，我们创建了对校长评价的评价指数，然后使用回归分析通过调查和行政数据来源收集的指标来预测校长的态度。发现：高中和资深校长对他们的评价抱有更多的消极看法。校长的实践评分，尽管不是整体评估得分，但与态度呈正相关。分配评级的校长更经常地看待评价，甚至考虑到他们的评级，与评估员一起工作时间更长的校长也是如此。我们没有发现证据表明，校长和评估者之间的种族或性别匹配会导致更积极的看法，实际上，当黑人校长的评估者是黑人时，黑人校长可能会更负面地看待评估。含义：我们的结果为寻求使校长更有意义的州和地区提供了一些指导。随着时间的推移，校长似乎很重视评估者的反馈频率和一致性。这些因素对于低评价的校长，资深校长和中学的校长而言可能尤其重要，他们从校长评估中获得的价值可能较小。