Managing "Challenging" Teachers

Autor/inn/en	Yariv, Eliezer; Coleman, Marianne
Titel	Managing "Challenging" Teachers
Quelle	In: International Journal of Educational Management, 19 (2005) 4, S.330-346 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513540510599653
Schlagwörter	Educational Administration; Foreign Countries; Empathy; Principals; Personnel Evaluation; Elementary School Teachers; Teacher Competencies; Low Achievement; Teacher Dismissal; Teacher Evaluation; Teaching (Occupation); Personnel Management; Supervisor Supervisee Relationship; Israel; Israel (Haifa) + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Ausland; Empathie; Principal; Schulleiter; Personalbeurteilung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Unterdurchschnittliche Leistung; Lehrerbeurlaubung; Teacher appraisal; Lehrerbeurteilung; Teaching; Lehrberuf; Personalmanagement
Abstract	Purpose: The purpose of this paper is to investigate the ways in which elementary school principals in Israel deal with teachers who are "challenging" in their behaviour, that is those who are perceived as under-performing. This is an important and under-researched area of educational management. Design/methodology/approach: Interviews were carried out with 40 elementary school principals, every fourth school being sampled in the northern district of Haifa. They were asked to recall a particularly difficult teacher and their shortcomings and then asked about the measures they took, in chronological order, to solve the problem. Findings: The findings indicated that the principals preferred supportive measures or making changes to the organization rather than confronting the teachers. More than half the principals had started by ignoring the difficulties. In the end most did discuss the situation with the teacher and that sometimes involved direct criticism. In half of the cases the teacher left the school by the end of the year. Research implications/limitations: The research findings are limited as they only relate to the views of the principals, leading to the possibility of researcher empathy with the principals. Further research might investigate the teachers perspective. Practical implications: From a practical point-of-view, the current findings indicate that elementary school principals need to be better equipped with knowledge, managerial skills and sources of assistance to solve personnel difficulties. Originality/value: This paper adds to the limited literature on the subject of under-performing teachers and reveals the resulting personnel difficulties faced by principals. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10