formance evaluation are adjusted to.support “new
approaches, new structures, and new challenges” (Jackson &Peterson, 2004, p. ’83)-.
• In a small rural community, a principal was chastised afterseveral parents reported
seeing him-drinking a beer while having dinner-with his family at a local-restaurant.
In issuing a..formalreprimand, the superintendent wrote, “Drinking in public is not
acceptable behavior for administrators-in this community”
_. The relatively new principal of an urban high school, speaking to the local Rotary
Club, told the audience that “students with tess -than a ‘C’ -av~rage-should not be
allowed to participate in athletics.” His comment was reported and criticized the
next day by a sports reporter .who had heard his speech. The newspaper column
spawned more than a dozen letters from angry pare-ntsindicating-that the- sd1001
district did not have and should not have .such .a policy. Directed ‘by the school
board, the superintendent issued a formal warning.to the principal indica-ting that in
the future he should refra-in from offering personal opinions that were-incongruent
with established policy.
incongruent with forma-l .role expectations. For example, employees may share the
assumption that principals should be passive .and -not intrude into classroom, activities
whereas the principal’s job description specifies active and.continuous -involvement in
Community politics and culture impinge on- principal behavior because principals
.spend time working with parents and other community leaders (Jackson & Peterson,
2004) and community stakeholders are able to exert political influence over administrators
(Levin, 1§99-)_Consider the following two examples demonstrating.how external-forces
can influence principal behavior”
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