ABSTRACT
Evaluation by objectives casts the principal in a quite different role than in the traditional rating type of evaluation. The traditional teacher-principal three-step sequence of rating is observation, evaluation, and conference. The situation becomes more unrealistic when it is recognized that instructional supervision is only one of a number of basic administrative duties of the contemporary principal. Experience in business and industrial circles has yielded much useful information about evaluatee-evaluator relationships that also applies to teachers and principals. There are many ways for principals to work with teachers. Teachers are most likely to welcome constructive advice and help when the principal genuinely wants to be helpful and is able to give the time and energy required. One of the skills most needed by a principal to develop good working relationships with teachers is to be able to listen. Principals must continually ask themselves if their actions affect teachers positively or negatively.
