Although used in the corporate world for decades, using a multi-rater tool to evaluate school leaders began relatively recently. With states seeking flexibility from the "Elementary and Secondary Education Act of 1965" (reauthorized as the "No Child Left Behind Act of 2001"), the requirement to develop and implement principal evaluation systems placed the evaluation of school leaders in the spotlight. Using the vast body of research regarding the purpose of feedback and how people processed feedback, specifically, conclusions were drawn from the results of this study that can inform the Mississippi Department of Education as it moves forward with implementation of its principal evaluation system. In Mississippi, the Mississippi Principal Evaluation System (MPES) included a multi-rater tool, the "Circle Survey," as a major component, comprising 30% of the overall MPES score. Administered annually, the Circle Survey contained 30 indicators of leadership ability and behavior, aligned to the "Mississippi Standards for School Leaders." Completed by the principal, the certified staff, and the supervisor, the Circle Survey allowed the principal to reflect upon his/her professional practice while also identifying areas where others perceived areas of strength and weakness. The purpose of this quantitative study was to compare the 2014-2015 Circle Survey self-assessment ratings of Mississippi principals in schools having tested grades in English/Language Arts and/or mathematics with the ratings of their certified staff, grouped by the school accountability rating (i.e., A through F) received for the 20142015 school year. Using the Independent Samples Kruskal-Wallis test, this study found significant differences existed between principals' self-assessment and certified staff scores when grouped by accountability rating. This study also compared principals' certified staff and self-assessment scores in schools receiving above average accountability ratings (i.e., A or B) with those from schools receiving below average accountability ratings (i.e., D or F). Results from the Mann-Whitney test also indicated significantly higher scores for both rater types, self and certified staff, for principals in schools receiving above average accountability ratings when compared to principals' scores from schools receiving below average accountability ratings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]