Principal's Evaluation of School librarians: A Study of Strategic and Nonstrategic Evidence-based Approaches

Abstract

Principals have a range of strategic and nonstrategic approaches available to them that they could potentially employ to gather evidence to evaluate school ibrarians. This study surveyed principals on how frequently they used each of these possible forms of evidence. Results show that principals are proactive, deliberate, and strategic in seeking the evidence they use to evaluate their school librarians. They are more likely to use their own observations, interviews, and data analysis than to rely on evidence provided to them by the school librarian, particularly in the form of reports.

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