Understanding teacher evaluation practices: a phenomenological case study of Indonesian school principals

Purpose While substantial empirical research has explored teacher evaluation in the broader field of educational assessment, limited attention has been paid to how Indonesian school principals evaluate teachers specifically for promotion and professional development purposes. Design/methodology/approach This study employs a phenomenological case study approach to explore the lived experiences and perceptions of school principals in conducting teacher evaluations. From a pool of 150 principals, 50 were purposefully recruited and interviewed, with informed consent, to gain in-depth insights into their evaluation practices. Findings The study found that a prevailing culture of shared responsibility within schools posed a significant challenge; this cultural norm discouraged principals from assigning low evaluation ratings to teachers, even when warranted. This reluctance ultimately hampers efforts to enhance teacher quality through sustained professional development. The findings highlight the need for culturally responsive evaluation frameworks that support both fairness and accountability. Originality/value By exploring Indonesian school principals’ lived experiences of teacher evaluation, the present study offers valuable insights into strengthening teacher promotion, professional growth, and leadership practices, with implications for policy, professional development, and sustainable school improvement.