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The relationship between principals' perceptions of performance appraisal and level of job satisfaction.

机译：校长对绩效考核的看法与工作满意度之间的关系。

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摘要

This purpose of the study was to determine whether the extent of input into principals' performance appraisal design, perceptions of its job relatedness, and usefulness of recommendations for improved work performance that were associated with principals' levels job satisfaction as measured by Job Descriptive Index.; Participants included elementary and middle school principals of urban and suburban school districts with varied socioeconomic levels in one Michigan county. Because of the diversity in terms of location, size, socioeconomic statuses, and racial/ethnic distribution, Oakland County provides a representation of school districts in the State of Michigan. Data were collected using three instruments: Job Descriptive Index, Perceptions of Performance Appraisals, and a demographic questionnaire.; Principals' job satisfaction tended to be higher if their perceptions regarding performance appraisals were positive. Principals generally had sufficient intrinsic motivation and commitment for a positive work performance. Principals did not believe that job commitment was related to their job satisfaction. Participants perceived the instrument for appraising job performance, the appraiser, the appraiser as improvement resource, unbiased response, and objectivity were important factors related to performance appraisals affected job satisfaction. Confidence that the appraiser was unbiased and objectives in completing the performance appraisal were likely to be associated with more positive perceptions about the process. Job in general, as a general measure of job satisfaction, was positively related to assessment input, perceptions of the appraiser, belief system, unbiased response and goal setting. Principals who had more positive perceptions regarding performance appraisals tend to have greater job satisfaction for their jobs in general. Principals in elementary and middle schools did not differ in their perceptions of the tool used in their performance evaluations. Middle school principals tended to have more positive perceptions on process time, assessment input and instrument than principals of elementary schools, although these differences were not significant. Principals with more experience in education viewed the performance appraisal process as beneficial to performance outcomes.; Continued research is needed to provide data across using a larger sampling of principals to determine if perceptions of the relationship between performance appraisal and job satisfaction were unique to principals in this study.
机译：这项研究的目的是确定是否对校长绩效评估设计的投入程度，对其工作相关性的理解以及对改善工作绩效的建议的有用性是否与由工作描述指数衡量的校长的工作满意度相关联。 ;参与者包括密歇根州一个县的社会经济水平各异的城市和郊区学区的中小学校长。由于位置，规模，社会经济地位和种族/种族分布方面的多样性，奥克兰县提供了密歇根州学区的代表。数据是使用三种工具收集的：工作描述指数，绩效评估感知和人口统计问卷。如果校长对绩效考核的看法是肯定的，他们的工作满意度就会更高。校长通常具有足够的内在动力和承诺，以取得积极的工作表现。校长不认为工作承诺与他们的工作满意度有关。参与者认为评估工作绩效的工具，评估者，作为改进资源的评估者，公正的响应和客观性是与绩效评估相关的重要因素，它们影响了工作满意度。对评估师无偏见和完成绩效评估目标的信心可能与对该过程的更积极看法相关。一般而言，工作作为衡量工作满意度的标准，与评估输入，评估者的看法，信念体系，公正的响应和目标设定呈正相关。对绩效评估抱有更积极看法的校长通常对他们的工作有更高的工作满意度。小学和中学的校长对绩效评估所用工具的看法没有差异。中学校长比小学校长对处理时间，评估输入和工具的态度更积极，尽管这些差异并不明显。具有更多教育经验的校长认为绩效评估过程有利于绩效结果。需要进行持续的研究，以通过使用更大的校长样本来提供数据，以确定本研究中校长对绩效评估和工作满意度之间关系的看法是否是唯一的。

著录项

  • 作者

    Jeanmarie, Tonyia M.;

  • 作者单位

    Wayne State University.;

  • 授予单位 Wayne State University.;
  • 学科 Education Administration.; Education Elementary.
  • 学位 Ed.D.
  • 年度 2008
  • 页码 119 p.
  • 总页数 119
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;初等教育;
  • 关键词

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