Examining the generalizability of a leadership model: issues for assessing administrator performance Available to Purchase

Recent demands for educational accountability and restructuring of schools in the United States have been directed at holding principals accountable for school outcomes. Unfortunately, although the number of states that mandate formal evaluation of principals has increased dramatically over the past several years, the quality of the assessments has not substantially improved. The study of principal assessment,therefore, has been slow to develop, has not experienced a high degree of systematization and has not been guided by firmly established theoretical considerations. Examines the generalizability of a leadership model using data from a recently completed study, and considers the use of this model in the development of a performance‐based evaluation approach to principal assessment.