Dealing with a Challenging Teacher

Every principal will face this situation. A capable teacher becomes disengaged, resistant, or inconsistent in their practice. Performance becomes the visible issue-but it is rarely the underlying one. The instinct is often to correct behaviour: tighten expectations, increase monitoring, apply pressure. While sometimes necessary, this approach alone rarely creates lasting change. This is because teaching is not just a job-it is a professional identity. When that identity becomes disconnected-through burnout, frustration, loss of confidence, or misalignment-performance declines as a symptom, not the cause. Effective leadership in this space requires a shift in thinking. It is less about fixing a problem and more about re-engaging a professional. This chapter explores how to approach these situations with both clarity and intent-addressing performance while reconnecting the individual to purpose, standards, and identity. Because sustainable improvement happens when people see themselves differently, not just when they are told to act differently.

Difficult Conversations with Staff - Evidence Matters Few responsibilities within school leadership are more challenging than difficult conversations with staff. Whether the issue relates to professionalism, communication, performance, conduct, or relationships within the workplace, these discussions require careful preparation, emotional control, and a strong foundation of evidence. Poorly handled conversations can quickly damage trust, escalate conflict, and weaken leadership credibility. One of the most important principles for principals and deputy principals is simple:

Evidence - make sure. Before entering any difficult conversation, leaders should ensure they have clear, accurate, and well-documented information. Dates, times, observations, incidents, emails, complaints, meeting records, or witnessed concerns all matter. Vague impressions, corridor conversations, assumptions, or "staffroom intelligence" are not enough when addressing serious concerns with a teacher or staff member. Leaders should also expect that staff members may feel shocked, defensive, emotional, embarrassed, or even angry when concerns are raised. This is human nature. Even experienced teachers can react strongly when their professionalism feels questioned. For this reason, the quality of preparation often determines whether the conversation remains constructive or quickly deteriorates. The discussion is often lost - and leadership credibility seriously damaged - when concerns are raised without solid evidence or careful preparation. In many respects, entering a difficult staffing conversation without preparation is like walking into a cricket match to face the first ball without pads, gloves, or a helmet. The risk of getting hurt is high. Good leaders understand that difficult conversations should never be about "winning," catching people out, or asserting authority. Rather, they should focus on clarity, fairness, accountability, and support for improvement wherever possible. Calm professionalism matters. Tone matters. Privacy matters. Documentation matters. Experienced principals also recognise the importance of separating behaviour from personality. Addressing a professional concern does not require attacking the person. The most effective leaders maintain dignity for all involved, even when conversations are uncomfortable. Handled well, difficult conversations can actually strengthen professional expectations, rebuild trust, and improve workplace culture. Handled poorly, they can create lingering resentment, division, and significant organisational damage.

6. Preserve Status "You have strengths others can learn from." 7. Follow-Up "Let's review progress in two weeks." 8. Close "We're in this together." If resistance: "This is a core expectation. Let's take the first step together." If no change: "This now requires clear improvement."