| This purpose of the study was to determine whether the extent of input into principals' performance appraisal design, perceptions of its job relatedness, and usefulness of recommendations for improved work performance that were associated with principals' levels job satisfaction as measured by Job Descriptive Index.; Participants included elementary and middle school principals of urban and suburban school districts with varied socioeconomic levels in one Michigan county. Because of the diversity in terms of location, size, socioeconomic statuses, and racial/ethnic distribution, Oakland County provides a representation of school districts in the State of Michigan. Data were collected using three instruments: Job Descriptive Index, Perceptions of Performance Appraisals, and a demographic questionnaire.; Principals' job satisfaction tended to be higher if their perceptions regarding performance appraisals were positive. Principals generally had sufficient intrinsic motivation and commitment for a positive work performance. Principals did not believe that job commitment was related to their job satisfaction. Participants perceived the instrument for appraising job performance, the appraiser, the appraiser as improvement resource, unbiased response, and objectivity were important factors related to performance appraisals affected job satisfaction. Confidence that the appraiser was unbiased and objectives in completing the performance appraisal were likely to be associated with more positive perceptions about the process. Job in general, as a general measure of job satisfaction, was positively related to assessment input, perceptions of the appraiser, belief system, unbiased response and goal setting. Principals who had more positive perceptions regarding performance appraisals tend to have greater job satisfaction for their jobs in general. Principals in elementary and middle schools did not differ in their perceptions of the tool used in their performance evaluations. Middle school principals tended to have more positive perceptions on process time, assessment input and instrument than principals of elementary schools, although these differences were not significant. Principals with more experience in education viewed the performance appraisal process as beneficial to performance outcomes.; Continued research is needed to provide data across using a larger sampling of principals to determine if perceptions of the relationship between performance appraisal and job satisfaction were unique to principals in this study. |
