Intelligent accountability evaluation of New Zealand primary school principals’ formal appraisal processes

Abstract

Internationally there is interest in decentralising education and in the quality of school principals. In this article, Terry Crooks’ (2007) seven principles for intelligent accountability are applied to formal appraisal of primary school principals in the context of New Zealand’s self-managing schools. These principles are used to explore the dimensions and tensions associated with the process and principals’ experience of appraisal. Qualitative methods generated evidence, from three interviews with six principals over an 18-month period. Principals approved of their work being appraised for professional (and school) development. The strengths, according to Crooks’ intelligent accountability criteria, were principal involvement and feedback. The weaknesses were flexibility of monitoring and developing deep learning. Enhancement of trust depended on the appraiser and on the recognition of the limitations of appraisal indicators. Outcomes of this study have implications for appraisal policy and principal preparation programs.