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Surveys from 82 elementary and middle school principals across 21 districts in Connecticut, Michigan, and Tennessee were analyzed using multiple regression. Six interview participants were coded via constant comparative and consensus methods, revealing differences in interactions, professional development, autonomy, feedback, and expectations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/motivating-leadership-change-and-improvement-how-principal-evaluation-addresses-intrinsic-and-extrinsic-sources-of-motivation/602200/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/motivating-leadership-change-and-improvement-how-principal-evaluation-addresses-intrinsic-and-extrinsic-sources-of-motivation/602200.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"To examine the association between whether principal evaluation systems include intrinsic and extrinsic motivation sources and principals’ perceptions that the system drives leadership change and improvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were quantitative and qualitative data collected?",{"text":117,"@type":113},"Quantitative analysis used surveys from 82 principals in 21 districts in Connecticut, Michigan, and Tennessee, analyzed with multiple regression. Qualitative analysis selected six principals for interviews and applied constant comparative coding with a consensus approach.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about intrinsic motivation and evaluation outcomes?",{"text":121,"@type":113},"Principals’ perceptions that evaluation promotes leadership improvement were strongly associated with the degree to which their systems included intrinsic sources of motivation, alongside qualitative evidence about autonomy, feedback, professional development, and expectations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602200,1792117320,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Motivating Leadership Change and Improvement: How Principal Evaluation Addresses Intrinsic and Extrinsic Sources of Motivation  \nMadeline Mavrogordato 1  , Peter Youngs2,  \nMorgaen L. Donaldson3  , Hana Kang4  , and Shaun M. Dougherty5  \nEducational Administration Quarterly 2023, Vol. 59(5) 965–1001 © The Author(s) 2023  \nArticle reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)DOI: 10.1177/0013161X231188706 [journals.sagepub.com/home/eaq](journals.sagepub.com/home/eaq)  \nAbstract  \nPurpose: This mixed-methods study examined the association between the degree to which principal evaluation systems include intrinsic and extrinsic sources of motivation and principals’ perceptions of whether their district’s evaluation system promotes leadership change and improvement. We also investigated how principals experience intrinsic sources of motivation in the context of principal evaluation. Research Methods/Approach: For  \n1 Michigan State University, East Lansing, MI, USA 2University of Virginia, Charlottesville, VA, USA 3University of Connecticut, Storrs, CT, USA  \n4University of Colorado Colorado Springs, Colorado Springs, CO, USA 5Boston College, Chestnut Hill, MA, USA  \nCorresponding Author:  \nMadeline Mavrogordato, College of Education, Michigan State University, 620 Farm Lane, East Lansing, MI 48824, USA.  \nEmail: mavro@msu.edu  \nour quantitative analysis, we administered surveys to 82 elementary and middle school principals in 21 districts in Connecticut, Michigan, and Tennessee. We used multiple regression analysis to identify factors associated with principals’ perceptions of their district evaluation systems. For our qualitative analysis, we selected six principals from the 82 survey participants. We used the constant comparative method and a consensus approach to coding the interview data; this enabled us to identify linkages between key codes and broader themes. Findings: Our quantitative analyses indicated that principals’ perceptions of whether their evaluation system promoted leadership improvement were strongly associated with the degree to which they reported that their evaluation system included intrinsic sources of motivation. Our qualitative analysis revealed clear differences among principals with regard to their interactions with district administrators, the nature of their principal professional development activities, and their experiences with autonomy, feedback, and district expectations. Implications: Principal evaluation and professional development are under-researched topics. This study identified mechanisms through which principals seem to find evaluation intrinsically motivating. This is one of the first studies to empirically test Firestone’s argument that evaluation systems that support intrinsic motivation are more effective than those that emphasize extrinsic motivation.  \nKeywords  \nprincipal evaluation, intrinsic motivation, extrinsic motivation, mixed methods, professional development  \nIn the past decade, interest in principal evaluation has increased substantially in the United States (U.S.) . In response to the 2008 federal Race to the Top initiative (RTTT), almost every state approved legislation that altered how principals are evaluated and supported (Donaldson et al. , 2021a; Fuller et al., 2015; Jacques et al., 2012) and the Wallace Foundation launched a major initiative to overhaul principal supervision in six large school districts (Goldring et al., 2020) . In response, some researchers have used state-level data to examine how principals’ evaluation ratings are associated with their schools ’ characteristics, student demographics, and other measures of principal performance (Grissom et al. , 2018; Henry & Viano, 2015; Hermann & Ross, 2016; McCullough et al. , 2016) . Other scholars have investigated changes in the role of principal supervisors at the district level (Anderson & Turnbull, 2016; Kimball et al., 2015; ","cbCainOhCl4MiYmX","https://ap.wps.com/l/cbCainOhCl4MiYmX","pdf",686646,37,"English","# Abstract\n## Purpose\n## Research Methods/Approach\n## Findings\n## Implications\n# Background and Rationale\n## Trends in Principal Evaluation\n## Gaps in Prior Research","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To examine the association between whether principal evaluation systems include intrinsic and extrinsic motivation sources and principals’ perceptions that the system drives leadership change and improvement.\"},{\"question\":\"How were quantitative and qualitative data collected?\",\"answer\":\"Quantitative analysis used surveys from 82 principals in 21 districts in Connecticut, Michigan, and Tennessee, analyzed with multiple regression. Qualitative analysis selected six principals for interviews and applied constant comparative coding with a consensus approach.\"},{\"question\":\"What did the study find about intrinsic motivation and evaluation outcomes?\",\"answer\":\"Principals’ perceptions that evaluation promotes leadership improvement were strongly associated with the degree to which their systems included intrinsic sources of motivation, alongside qualitative evidence about autonomy, feedback, professional development, and expectations.\"}]","Motivating Leadership Change and Improvement: How Principal Evaluation Addresses Intrinsic and Extrinsic Sources of Motivation | PDF",1792094219,93]