Abstract
Largely because of the drive to improve school productivity, evaluation has touched almost every aspect of education. This paper focuses on evaluation-related behavior of school principals. First, the role of principals as clients of professional evaluation is examined. In the second section, research that views school principals as evaluators in their own right is reported. In the last section, concepts drawn from the evaluation literature are used to explore new ways of studying the rationality that principals employ to make decisions.
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