Analysis of the School Principal’s Role in the Implementation of Teacher Performance Evaluation

Abstract

This study investigates the strategic role of the school principal in planning, implementing, and following up on teacher performance evaluations within an early childhood education (ECE) setting. Employing a qualitative descriptive research design, data were collected through classroom observations, semi-structured interviews with the school principal and teaching staff, and institutional documentation at Al-A’raaf Gentan Islamic Kindergarten. The findings indicate that the principal plays a pivotal instructional leadership role through a structured three-stage supervision model comprising pre-observation planning, direct classroom observation, and post-observation feedback sessions. Post-evaluation actions follow a tiered approach involving developmental mentoring, administrative advisories, formal warning notifications, and merit-based performance incentives. The systematic implementation of teacher evaluation directly enhances pedagogical competence, promotes active and learner-centered classroom environments, and improves overall educational outcomes. This research highlights the critical necessity of sustained administrative leadership and clear supervisory frameworks in early childhood institutions.