Motivating Leadership Change and Improvement: How Principal Evaluation Addresses Intrinsic and Extrinsic Sources of Motivation

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Madeline Mavrogordato, Peter Youngs, Morgaen L. Donaldson, Hana Kang, Shaun M. Dougherty
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Abstract

Purpose: This mixed-methods study examined the association between the degree to which principal evaluation systems include intrinsic and extrinsic sources of motivation and principals’ perceptions of whether their district's evaluation system promotes leadership change and improvement. We also investigated how principals experience intrinsic sources of motivation in the context of principal evaluation. Research Methods/Approach: For our quantitative analysis, we administered surveys to 82 elementary and middle school principals in 21 districts in Connecticut, Michigan, and Tennessee. We used multiple regression analysis to identify factors associated with principals’ perceptions of their district evaluation systems. For our qualitative analysis, we selected six principals from the 82 survey participants. We used the constant comparative method and a consensus approach to coding the interview data; this enabled us to identify linkages between key codes and broader themes. Findings: Our quantitative analyses indicated that principals’ perceptions of whether their evaluation system promoted leadership improvement were strongly associated with the degree to which they reported that their evaluation system included intrinsic sources of motivation. Our qualitative analysis revealed clear differences among principals with regard to their interactions with district administrators, the nature of their principal professional development activities, and their experiences with autonomy, feedback, and district expectations. Implications: Principal evaluation and professional development are under-researched topics. This study identified mechanisms through which principals seem to find evaluation intrinsically motivating. This is one of the first studies to empirically test Firestone's argument that evaluation systems that support intrinsic motivation are more effective than those that emphasize extrinsic motivation.
激励领导变革与改进:主要评价如何处理内在与外在激励来源
目的:这一混合方法的研究考察了校长评估系统包括内在和外在动机来源的程度,以及校长对学区评估系统是否促进领导变革和改进的看法之间的关系。我们也调查了在校长评估的背景下,校长如何体验内在的动机来源。研究方法/途径:为了进行定量分析,我们对康涅狄格州、密歇根州和田纳西州21个地区的82名中小学校长进行了调查。我们使用多元回归分析来确定与校长对学区评估系统的看法相关的因素。为了进行定性分析,我们从82位调查参与者中选择了6位校长。我们采用恒定比较法和共识法对访谈数据进行编码;这使我们能够确定关键守则与更广泛主题之间的联系。研究发现:我们的定量分析显示,校长对其评估体系是否促进领导力改进的看法,与他们报告其评估体系包含内在动机来源的程度密切相关。我们的定性分析显示,校长与地区行政人员的互动、主要专业发展活动的性质,以及他们在自主、反馈和地区期望方面的经验,都存在明显的差异。启示:校长评价和专业发展是研究不足的课题。本研究确定了校长发现评估内在激励的机制。Firestone认为,支持内在动机的评估系统比强调外在动机的评估系统更有效,这是对这一观点进行实证检验的首批研究之一。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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