**1. Introduction**

It is now widely acknowledged by academics and educators that the caliber of school administrators matters. Educational union leaders and educational administrators from 23 top nations in educational performance shared this viewpoint at the 2012 International Summit on the Teaching Profession in New York City. They asserted that "leadership with a purpose" is essential for raising the performance of students ([1], p. 19). Successful principals have a significant effect on school improvement, teacher performance, and relationships among staff within the school [2]. Mendro found that "changing the principal is the quickest way to modify the effectiveness of a school, for better or worse" ([3] pp. 263–264). Additionally, the performance of schools is heavily dependent on elements like principal recruitment, employment, retention, and development [4]. However, educators cannot increase

principal performance until they build meticulously planned evaluation methods that can distinguish between differentiated performance with unfailing precision [5].

Alkaabi made the case for reliable principal assessments that may weed out ineffective school leaders and help effective administrators mold their instructional leadership practices [6]. Principal evaluations are frequently used as a way to measure the impact of instruction on student achievement. Providing a solid, trustworthy, and efficient evaluation system also assists principals in pinpointing areas that require work and empowers them to decide on their own path of professional development to reach their optimal performance levels. However, without dependable, skilled, and committed supervisors who are sincerely devoted to assisting principals in learning throughout the assessment process, the full rewards of reliable and accurate principal evaluations cannot be fully reached [7]. Another study pointed out that the system for principal evaluation demanded more than simple adherence to leadership standards, tools, and rubrics; it called for the supervisor–principal pair to engage in effective and robust communication focused on accomplishing of the evaluation objectives [8].

Before delving further into the specifics of the principal supervisor, it is essential to understand the changes in role principals faced that made it necessary to hire principal supervisors. The role of principal has undergone significant modifications as a result of increased accountability initiatives over the past few decades [9]. Most notably, principals have transitioned from being managers to being instructional leaders who are responsible for student achievement [10]. In the educational setting, there is a distinct difference between principals who serve as managers and those who serve as instructional leaders. In the role of manager, the principal is engaged with daily operations within the school, general maintenance of facilities, budget oversight, and other logistical concerns. In the role of instruction leader, on the other hand, the principal focuses on the quality of education and other factors that play into improving student achievement.

The increased pressure and demands on principals have necessitated that modern principals incorporate several elements into their daily practices, including thinking like visionaries, leading their schools in matters of curriculum, critically evaluating teachers, managing faculty within the school, and enforcing policy initiatives and mandates [11]. Moreover, principals must maintain an attitude of continuous adaptation as their roles continue to evolve to meet newly surfacing demands in the educational landscape. For instance, it is incumbent upon principals to satisfy the rising challenges associated with high-stakes student testing and the higher standards outlined in educational reforms designed to enhance and develop the educational system. As principals' roles change, it becomes increasingly imperative to put in place dependable, knowledgeable, and committed supervisors who are sincerely dedicated to assisting principals in their leadership development [7, 12].
