A concerning attribute of teacher evaluations across countries is the systemic leniency of principals during classroom observations. However, little is known about the motivations behind this phenomenon. The purpose of this study is to explore the motivating factors behind principals’ leniency in an authentic teacher evaluation system. In this study, we apply an explanatory-sequential mixed-method design. Using focus groups (qualitative strand; n = 15 principals) and a state-wide survey (quantitative strand; n = 364 principals), we apply goal theory to investigate influences on principals’ ratings in a Midwestern state in the USA. Results suggest that multiple goals may drive principals during observations. These include the following: (1) providing accurate ratings and feedback to teachers, (2) keeping teachers open to growth-promoting feedback, (3) supporting teachers’ morale and fostering positive relationships, (4) avoiding difficult conversations, (5) managing limited time wisely, and (6) maintaining self-efficacy as an instructional leader. Implications are that principals hold beneficial goals that may compete with accuracy when evaluating teachers, and that contextual differences in evaluation systems may influence the way principals act upon these goals. When responding to systemic leniency in teacher evaluations, solutions should increase accuracy in ways that minimally interfere with principals’ other beneficial goals.

各国教师评估的一个相关属性是校长在课堂观察期间的系统性宽大处理。然而，人们对这种现象背后的动机知之甚少。本研究的目的是探讨在真实的教师评估系统中校长宽大处理的动机因素。在这项研究中，我们应用了解释性顺序混合方法设计。使用焦点小组（定性链；n  = 15 名负责人）和全州调查（定量链；n = 364 个校长），我们应用目标理论来调查对美国中西部州校长评分的影响。结果表明，在观察过程中，多个目标可能会驱动委托人。其中包括：(1) 向教师提供准确的评分和反馈，(2) 保持教师对促进成长的反馈持开放态度，(3) 支持教师士气和培养积极的关系，(4) 避免困难的对话，(5)明智地管理有限的时间，以及 (6) 保持作为教学领导者的自我效能感。这意味着校长持有有益的目标，在评估教师时可能会与准确性竞争，并且评估系统中的上下文差异可能会影响校长对这些目标采取行动的方式。在应对教师评估中的系统性宽大处理时，