Today's guest post is written by Nathaniel Greene, a New Hampshire based writer, educator, and researcher in the field of educational leadership and policy.
As a doctoral candidate at Southern New Hampshire University, I recently conducted a year-long study of public school principals in the northeastern region of the United States. While my research focused primarily on the connection between loneliness and perceived social support, the study generated a wealth of data.
This data has begun to provide some interesting insights into the current culture of school leadership, and, in particular, suggests that many principals may be suffering from a lack of performance feedback.
For example, in response to the statement my superintendent provides feedback on my performance, nearly one quarter (23%) of the 395 principals surveyed responded with rarely ornever.
Similarly, when confronted by the statement the teachers under my supervision give me useful feedback on my performance, one third of the principals (33%) who were surveyed also responded rarely or never.
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