Improving experienced principals’ capabilities in dealing with staff performance issues

Abstract

This study investigated how a short intervention based on the open-to-learning conversations model impacted on the capabilities of experienced principals to address staff performance issues. Research has shown that principals struggle to address staff performance issues effectively and many serious problems remain unresolved. Little is known about the efficacy of professional development that aims to address principals' capabilities in this respect. A short intervention in open-to-learning conversation theory and practice was undertaken to teach experienced principals more effective ways of dealing with performance issues in their schools. A group of 22 principals took part. A mixed methods research design was used and it consisted of questionnaires and semi-strucured interviews. The principals were filmed both before and after the intervention in a mock difficult conversation with an actor. Following both filming events and after undertaking an authentic conversation in their schools they completed questionnaires where they rated their effectiveness based on the indicators of an open-to-learning conversation. The aim was to evaluate change in the pre-post condition and actual 'on the job' practice. The findings indicate that the intervention had an immediate impact on the practice of some of the principals when they undertook a conversation about a real performance issue in their schools. The findings suggest that new, experienced and aspiring principals could benefit from comprenhensive professional development that gives them specific interpersonal skills for responding to staff performance issues. Provisions need to be made for development opportunities that will be the most effective in achieving sustained observable change in principals' beliefs and practices.