Opinion of School Administrators Towards Traditional and Portfolio Evaluations
Authors:   , Johnson Rhonda 
Published: February 2023

The purpose of the researcher was to investigate the opinions of school administrators toward which evaluation approach, traditional or portfolio, strengthens principals' leaders hip performance, increases growth in professional competencies, and promotes school improvement. A status survey factorial design was employed. The independent variables investigated were: position, gender, highest level of education, years of administrative experience, initial administrative certification, and opinion towards portfolios. The dependent variables were scores from the following scales of the Questionnaire pertaining to Evaluation of School principals: Traditional, Portfolio, Elementary, Middle School, and High School. The sample consisted of 122 public school administrators. Six composite null hypotheses were tested at the .0500 level of significance employing three-way analysis of variance (general linear model). A total of 110 comparisons were made plus 100 recurring comparisons. Of the 110 comparisons 30 were for main effects and 80 were for interactions. Of the 30 main effects, 10 were statistically significant at the .0500 level. The results of the present study indicated the following generalizations: 1. female administrators have a more positive opinion towards portfolios for evaluating Middle School principals than males do, 2. female administrators have a more positive opinion towards portfolios for evaluating High School principals than males do, 3. administrators who report a higher opinion of portfolios have a more positive attitude towards using portfolios than those who report intermediate opinions and those who report intermediate opinions have a more positive attitude towards using portfolios than those who report a lower opinion towards portfolios, 4. administrators who report a higher opinion of portfolios with elementary principals have a more positive attitude towards using portfolios than those who report intermediate opinions and those who report intermediate opinions have a more positive attitude towards using portfolios with elementary principals than those who report a lower opinion towards portfolios, 5. administrators who report a higher opinion of portfolios with middle school principals have a more positive attitude towards using portfolios than those who report intermediate opinions and those who report intermediate opinions have a more positive attitude towards using portfolios with middle school principals than those who report a lower opinion towards portfolios, 6. administrators who report a higher opinion of portfolios with high school principals have a more positive attitude towards using portfolios than those who report intermediate opinions and those who report intermediate opinions have a more positive attitude towards using portfolios with high school principals than those who report a lower opinion towards portfolios, 7. gender and years of administrative experience should be interpreted concurrently for Traditional, 8. gender and highest level of education should be interpreted concurrently for Traditional, 9. gender and years of administrative experience should be interpreted concurrently for portfolio, 10. position and years of administrative experience should be interpreted concurrently for Traditional, 11. position and highest level of education should be interpreted concurrently for Elementary, 12. position and highest level of education should be interpreted concurrently for Middle School, 13. gender and initial administrator certification should be interpreted concurrently for Traditional, 14. gender, position, and initial administrator certification should be interpreted concurrently for High School, and 15. school administrators have positive opinions pertaining to use of portfolios for principal evaluations.