ABSTRACT
Thus far, we have examined the various ways in which administrators respond to the incompetent teacher and the factors which shape these responses. We have argued that administrators are unlikely to confront the poor performers in their midst unless one or more of the following conditions prevail: (i) the district attaches high importance to teacher evaluation; (ii) the district is relatively small and is faced with parental complaints and/or declining enrollments; and (iii) the district is experiencing a financial squeeze and is faced with parental complaints and/or declining enrollments. Under these conditions, administrators are likely to criticize teachers for their poor performance, to launch salvage attempts, and to press for induced resignations or early retirement rather than dismissal if the teacher fails to improve. In the absence of these conditions, administrators, like their counterparts in business and other more prestigious professions, are inclined to tolerate and protect the poor performer.
