Do teacher ratings of their principals influence their own evaluation scores? : an examination of classroom observation scores from the network for educator effectiveness

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] For decades, scholars have actively researched various aspects of employee performance evaluations. Cohen and Goldhaber (2016) have called for more research on factors impacting teacher evaluation scores while emphasizing the importance of principals recognizing their potential biases as they implement high-stakes evaluation policies. The current study adds to performance appraisal literature by examining supervisor bias based on the supervisor-employee relationship. Specifically, the study examined if school principals were biased in their evaluations of teachers based on principal-teacher relationship. Utilizing a quantitative research design, the present study examined teacher survey and classroom observation data collected from The Network for Educator Effectiveness (NEE), a comprehensive teacher evaluation program developed at the University of Missouri. The teacher survey measured the teacher's perceptions of their principals' ability to promote a positive and professional culture, serving as a proxy for the principal-teacher relationship. The researcher applied the principles of the theory of reciprocity which argues that the supervisor's perception of the relationship was mutual to the employee's (Uhl-Bien and Maslyn, 2002). Teachers' perceptions of their principal and their evaluation scores were significantly correlated, raising the possibility of relationship bias in teacher evaluation scores.