The purpose of this quantitative study was to examine the perceived impact of principal evaluation on leadership practices in Regional Office #28 Bureau, Henry, and Stark counties. This study used quantitative research methods with a descriptive and comparative research design. The research question that guided this study were: (1) To what degree do principals and superintendents (principal evaluators) in Illinois perceive that the evidence gathered and written feedback provided during the standards-based principal evaluation cycle help to improve principals' practices, and how do their respective perceptions differ? (2) To what degree do principals and superintendents (principal evaluators) perceive that individuals performing the evaluations have the necessary prequalifications and knowledge to conduct principal evaluations, and how do their respective perceptions differ? (3) To what degree do principals and superintendents (principal evaluators) perceive that the Illinois' standards-based principal evaluation system has impacted principal leadership with professional development, and how do their respective perceptions differ? Regional Office #28's principals and superintendents (superintendent evaluators) were emailed links to the two parallel surveys where they were invited to rate their perceptions of their PERA knowledge, implementation, evaluator qualifications, usefulness of evidence gathered and feedback, and the impact of evaluation on principal professional development. The DePue Unit School District #103 was excluded from this study as the researcher served as the superintendent of the district. The Bradford, Dalzell, and Malden districts were also excluded as the administrators served in dual roles as principals and superintendents. This research found that the majority of responding principals and superintendents were compliant with PERA required principal evaluation. More specifically, both principals and superintendents agreed on the value of the evaluation system. Principals and superintendents had similar responses (in the agree range) for all five constructs--knowledge, implementation, evaluator qualifications, data gathered and feedback provided, and professional development. Superintendents had more confidence in their ability to conduct evaluations than do the principals they are evaluating. Additionally, evaluators had more confidence in their knowledge of PERA than do principals. Lastly, principals and superintendents perceived PERA as leading to positive opportunities for professional development. Superintendent respondents viewed feedback as valuable in improving principals' performance, that feedback from the evaluation system gets used to improve principals' leadership performance that the evaluations benefited students, and goals set as part of the principal evaluation process have contributed to increased student performance. [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.]