Perceptions of the Principal Evaluation Process and Performance Criteria inthe State of Ohio: A Mixed-Methods Study

Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education in Organizational Leadership (EdD)

Committee Chair

Valerie Storey

Committee Member

Theodore Caleris

Committee Member

Donis Toler

Abstract

Principal leadership is a key driver of student achievement, yet questions remain abouthow to effectively develop and evaluate principals in ways that improve instructional leadership.In Ohio, the Principal Evaluation System (OPES 2.0) positions student achievement as thecentral indicator of principal effectiveness. However, statewide patterns show high principalratings alongside lower school performance indexes, raising concerns about the validity anddevelopmental impact of OPES. Guided by Evaluation Theory, Organizational DevelopmentTheory, and Professional Learning and Development Theory, this explanatory sequentialmixed-methods study examines how Ohio principals and evaluators perceive the purpose,implementation, and usefulness of OPES 2.0. Findings reveal significant perceptual gaps acrossall OPES constructs, along with systemic issues related to evaluator expertise, implementationfidelity, coaching alignment, and the perceived disconnect between OPES and studentachievement. These results provide actionable insights for policymakers and educational leadersseeking to strengthen principal evaluation and support improved school performance

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