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Abstract
The purpose of this interpretive qualitative study was to investigate the principalevaluation processes and supervisory practices that cluster managers (evaluators) and principals follow throughout the academic year. It examined the perspectives ofprincipals and cluster managers on the principal evaluation practices and nature ofsupervision provided to boost learning. This qualitative study was framed within theresearch methodology of a case study and situated in the context of the Al-Ain school district, which is supervised by the Abu Dhabi Education Council. Additionally, the research relied on several data collection methods, including interviews, documents (artifacts), and field notes. Nine participants (six principals and three cluster managers) were recruited to participate in semi-structured, face-to-face interviews. Given the nature of the multi-case study design, the researcher conducted both within-case and cross-case analyses, employing the constant comparative method to capture similarities and differences across the data, find links between segments, and identify emerging themes.The findings of the cross-case analysis yielded 10 themes that were consistentamong the principals participating in the study: (1) Cluster managers cause inequality in the evaluation process; (2) Evaluation criteria: Aligned, yet unclear, universal, and impractical; (3) Insufficient focus on instructional leadership; (4) Inconsistent supervisory approaches; (5) Cluster managers hinder learning during the evaluation process; (6) Exceptional cluster managers promoting learning and development; (7) Fragmented and unfocused professional development; (8) Ineffective feedback during the evaluation process; (9) Emerging tensions at the summative evaluation; and (10) Lack of incentive and punitive measures in principal evaluations. These findings support the major trends of the practices associated with principal evaluation and supervision.The results of this study provided a deeper understanding of the componentsincluded in the United Arab Emirates principal evaluation processes and the nature of supervision implemented from various points-of-view. The data enriched the body of educational leadership literature and suggested implications for the refinement and redesign of evaluation systems to improve principal practices, support their professional learning and growth, and offer insights into how practices might be adapted to meet their individual needs.