Abstract
Research indicates that underperforming teachers have a profound impact on students and on principals who struggle to deal with the underperformance. However, the impact on, and responses of, other teachers (i.e. co-workers) is rarely studied, in spite of the importance of teacher collaboration in contemporary education. Therefore, we interviewed co-workers about incidents of teacher underperformance, using the Critical Incident Technique. Our respondents reported various types of underperformance, including student-related and team-related underperformance, as well as task underperformance and counterproductive work behaviours. Dependent on the specific incident, co-workers were more directly or indirectly affected by the underperformance. They expressed frustrations, concerns, and feelings of injustice, not only about the underperformance itself, but also about a lack of response by the school principal. Moreover, we found that co-worker responses depended on how they perceived the necessity, appropriateness, and utility of responding, as well as their responsibility to respond. This was influenced by characteristics of the underperformance, underperformer and co-worker, and leadership and team factors. Implications for educational research, policy, and practice are discussed.
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Notes
Researchers use different terms to indicate that a teacher is not performing according to an acceptable standard/norm: incompetent teacher (e.g. Cheng 2014), marginal teacher (e.g. Kaye 2004), ineffective teacher (e.g. Nixon et al. 2013), challenging teacher (e.g. Yariv 2004), poor performing, and underperforming teacher (e.g. Rhodes and Beneicke 2003). We adopt the term ‘underperformance’, since it indicates that one performs below the norm or expectations, without a priori adjudicating on the severity, cause, or type of underperformance.
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Van Den Ouweland, L., Vanhoof, J. & Van den Bossche, P. Underperforming teachers: the impact on co-workers and their responses. Educ Asse Eval Acc 31, 5–32 (2019). https://doi.org/10.1007/s11092-019-09293-9
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DOI: https://doi.org/10.1007/s11092-019-09293-9