Abstract
A research team consisting of doctoral students and their faculty advisor investigated the differences in perceptions, beliefs, and attitudes between school principals and teachers in a United States suburban Midwest school district using a qualitative embedded case study research design. Researchers interviewed all building principals; they invited 80 teachers who received summative evaluations within the previous 18 months to participate in the left‐ and right‐hand column case method, 40 teachers participated; the team also examined district documents related to summative evaluations. Findings indicated that principals and teachers operate in Model I theory‐in‐use.
Published Version
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