A Qualitative Study of Principals' Perception as Implementers of the Teacher Evaluation Model, AchieveNJ, and Federal Education Policies in an Urban Public School District in New Jersey

The study explores the implementation of teacher evaluation models and federal education policies, particularly AchieveNJ, in an urban public school district in New Jersey. It focuses on principals' experiences and perceptions, uncovering their challenges and thoughts on the policy's effectiveness in enhancing teacher performance and student learning outcomes. The research delves into the complexities and uncertainties principals face, examining how these align with their leadership practices and impact policy execution. It also investigates the contextual factors influencing AchieveNJ's execution and effectiveness, providing insights for future policy formulation and practical implementation. A key aspect of the study is its use of Festinger's Cognitive Dissonance Theory to analyze principals' psychological responses when their beliefs conflict with policy requirements. This offers a nuanced understanding of their decision-making processes. The study's significance lies in its detailed examination of the challenges in implementing teacher evaluation models and education policies in urban districts, contributing valuable insights for developing effective educational policies and strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]