Principal Performance Rating Scale

Abstract

The Principal Performance Rating Scale (PPRS) is a comprehensive psychological instrument developed by K. Weiss in 1989, originating from a PhD dissertation at New York University. It is specifically designed to assess the job performance of a school principal across key administrative domains. Beyond formal evaluation, the PPRS is intended to be utilized by principals themselves as a tool for structured self-improvement and professional development. The scale operationalizes principal effectiveness based on fundamental administrative competencies, allowing supervisors and principals to cooperatively establish goals during the administrative appraisal process.

Keywords

Principal evaluation, School administration, Performance appraisal, Educational leadership, Administrative competencies, Management scale, School principal, Weiss K.

Authors

Weiss, K.

Purpose

The primary purpose of the Principal Performance Rating Scale is twofold: first, to provide a systematic and reliable method for the formal assessment of a principal’s overall job performance. This aids in determining specific areas of strength and weakness within their administrative duties.

Second, the instrument is designed to facilitate the principal’s own professional growth and self-improvement. The comprehensive data obtained from the PPRS serves as the foundational basis for an administrative appraisal process, enabling the supervisor (e.g., the superintendent) and the principal to collaboratively establish measurable goals and objectives for future performance.

Construct

The PPRS measures the multifaceted construct of comprehensive school principal performance. This construct is defined by a set of basic administrative competencies essential for effective school management and leadership. Through rigorous scale development, this performance construct was empirically organized into five distinct dimensions: Educational, Leadership, Interpersonal, Professional, and Managerial effectiveness. These factors cover a range of skills from organizational efficiency and decision-making to staff evaluation and community relations.

Validity

The development of the PPRS included establishing evidence for content, criterion-related, and construct validity. Content validity was ensured by submitting an initial pool of 229 items to a panel of judges for clarification and analysis, resulting in 79 validated items. Both criterion-related and construct validity were investigated using a known-groups technique during the validation process.

This validation effort confirmed the theoretical structure of the instrument, resulting in the successful identification of five key factors that accurately represent the scope of principal performance: Educational, Leadership, Interpersonal, Professional, and Managerial performance.

Reliability

The Principal Performance Rating Scale demonstrated exceptionally high internal consistency, indicating strong reliability across its items. Alpha coefficients were calculated for both the total instrument and its individual subscales.

The overall internal consistency for the total instrument was measured at 0.98. The reliability estimates for the five subscales also exhibited strong internal consistency, with coefficients ranging from 0.89 to 0.96. These high values suggest that the items within the PPRS consistently measure the same underlying construct of principal performance.

Factor Analysis

The scale’s structure was determined through a process that identified the underlying dimensions of performance. A known-groups technique was specifically utilized during the development phase for determining criterion and construct validity, which led to the empirical delineation of five primary factors.

The factors produced from this analysis provide the structural framework for the PPRS, ensuring that the instrument assesses distinct areas of administrative competence. These five factors are: Educational, Leadership, Interpersonal, Professional, and Managerial.

Instrument

Test Type: Performance Rating Scale / Administrative Evaluation Tool

Format: 5-point Likert-type scale

Language Available: English

Population Group: School Administrators (Principals)

Age Group: Adult Professionals

Population Details: The initial study involved 37 principals (19 elementary, 9 middle, and 9 high school) drawn from eight school districts located in Nassau and Suffolk Counties in New York. The sample was chosen to ensure diversity in demographic characteristics, including years of service as administrators, degrees earned, sex, and age.

Test Methodology: The instrument uses a fixed-response format where performance is rated on a 5-point scale ranging from 1 (Unsatisfactory Performance) to 5 (Outstanding Performance). It can be used for supervisory appraisal or principal self-assessment.

Keywords

Principal Performance Rating Scale, Educational management, School administrator evaluation, Cronbach’s alpha, New York University dissertation, Known-groups technique, Supervisory appraisal.

Authors

Author ORCID Identifier: Not available.

Affiliation Email addresses: Not available.

Correspondence Address: The scale originated from the PhD dissertation of K. Weiss, New York University (1989).

Permissions & Fee and Test Year

Test Year: 1989

Permissions: Information regarding current commercial permissions or licensing fees is not immediately available, as the scale originates from an academic dissertation.

Reference’s

• Weiss, K. (1989). Evaluating principal performance. PhD dissertation, New York University.

• Baehr, M. (1975). A national occupational analysis of the school principalship. Chicago: Industrial Relations Center and Consortium for Educational Leadership. ERIC ED 116 340.

• Human Synergistics. (1982). Educational Administrator Effectiveness Profile. Plymouth, MI: Author.

• Lamberti, M. (2003). Elementary administrator and teacher perceptions of the role of the elementary school principal. EdD dissertation, Dowling College.

Items of the Principal Performance Rating Scale

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

Leadership

1. Encourages and emphasizes teamwork and staff participation.
2. Encourages staff to use their own.
3. Effectively shares decision-making responsibilities with staff when appropriate.
4. Develops and disseminates goals and objectives of the school.
5. Seeks relevant input from staff in the planning process.
6. Shares responsibilities and authority with other staff members.
7. Is able to inspire and challenge staff.
8. Encourages staff initiative and innovation.
9. Delegates authority effectively.
10. Delegates tasks in order to assist staff in improving their skills.
11. Provides clear and consistent direction.
12. Utilizes committees in sharing responsibility for certain policy decisions.
13. Ensures that the authority and responsibility of each subordinate are clearly understood.
14. Uses appropriate support personnel effectively.

Educational

1. Works toward articulation between grades and school.
2. Observes and evaluates all members of the teaching staff on a regular basis.
3. Systematically evaluates the instructional program and uses the results for continuous program improvement.
4. Actively evaluates curriculum.
5. Supervises the instructional staff in the development and implementation of curriculum.
6. Seeks way to support and strengthen the teaching/learning process.
7. Initiates instructional improvement efforts based on educational research and proven methods.
8. Visits classrooms regularly to supervise and evaluate the instructional program.
9. Establishes and maintains expectations for student achievement.
10. Provides systematic and effective supervision to improve instruction.
11. Ensures that curriculum content is related to established goals and objectives.
12. Monitors effective use of classroom time.
13. Is actively involved in the development of curricula.
14. Provides for organizing, collecting and analyzing data to be used to identify curriculum needs.
15. Is continuously involved with the evaluation of the curriculum.

Interpersonal

1. Counsels teachers regarding their personal problems.
2. Works with the community to determine its expectations for the school.
3. Establishes good working relationships with members of the school board.
4. Establishes good working relationships with local news media.
5. Encourages members of the community to participate in school activities.
6. Effectively gives and receives cues to/from the staff and school community.
7. Effectively counsels and advises students and parents.
8. Works supportively with the board of education in recommending and implementing policy.
9. Uses effective techniques in establishing and maintaining good relations with the students.
10. Uses effective techniques in establishing and maintaining good relations with the community.
11. Demonstrates concerns and openness in the consideration of teacher and/or student problems.
12. Has the ability to listen, understand and appreciate others.

Professional

1. Views keeping up with new techniques and developments as important.
2. Attends professional meetings and seminars outside of the school district.
3. Behaves in an appropriate manner.
4. Keeps abreast of current and innovative trends in education.
5. Keeps informed and up-todate regarding new developments in curriculum and instruction.
6. Participates in activities to improve personal knowledge and skills.
7. Maintains a regular program of reading and study in the professional field.
8. Achieves success and honors in the areas of scholarship or other areas relevant to the job.
9. Belongs to and participates in professional organizations directly related to job tasks.
10. Pursues a planned program of professional growth.
11. Creates a favorable impression by dressing and grooming appropriately.
12. Sets personal professional goals on a yearly basis.
13. Is punctual to work, meetings and appointments.
14. Participates actively in workshops and conferences.

Managerial

1. Efficiently prepares, monitors, and implements budget requests.
2. Demonstrates knowledge of finance and budget.
3. Schedules instructional space to provide for maximum utilization and minimum disruption.
4. Accounts for budget expenditures.
5. Effectively plans and implements transportation procedures and resolves related problems.
6. Establishes procedures for maintenance and accountability of facilities, equipment and inventory.
7. Plans for beautification of building and grounds.
8. Maintains and monitors records required by law.
9. Provides for availability of supplies and equipment.
10. Supervises cafeteria programs.
11. Inspects physical plant on a regular basis.
12. Ensures that student records are systematically and accurately maintained.
13. Allocates funds based upon fair, predetermined, and well-understood criteria.
14. Effectively schedules and utilizes school facilities.
15. Establishes a system of control for the inventory of materials and supplies.
16. Identifies, proposes, and plans construction needs.
17. Develops and implements fiscal procedures with input from staff members.
18. Develops master schedule to optimize utilization of personnel and facilities.
19. Ensures the safety of the physical plant and of the personnel.

Scoring: Unsatisfactory Performance = 1; Marginal Performance = 2; Satisfactory Performance = 3; Above Average = 4; and Outstanding = 5.