Q: I’m a middle school teacher in a small public school district in Pennsylvania, and I’m going to do my best to explain my problem. No matter what complaint teachers at my school express, my principal seems to find the least satisfying way to resolve it. On the face of it, his interventions are perfectly reasonable. When we were upset that someone was stealing food from the communal refrigerator, he made a sign for the refrigerator door reminding everyone to only take their own stuff. When I told him someone had pilfered my sandwich, he brought me one the next day. I appreciated the well-meaning gesture, but . . . it didn’t feel quite right. That’s not the solution. When a teacher survey revealed that the same people always step up to honor staff milestones, the principal created a calendar that ensured the responsibility gets distributed equitably. When we complained to him that he spends more of his time mentoring flailing teachers than honoring teachers who demonstrate stand-out instruction, he initiated a “teacher of the month” program. He now gives a “golden key” to the teacher who goes above and beyond each month. Again, that doesn’t quite get at our complaint. But all of his actions are common sense, and I can see why he thinks he’s getting it right. I don’t know how — or whether — to communicate that he’s missing the boat. I can barely communicate my feelings in this note to you. Can you help me articulate why his approach to problem-solving is so unsatisfying? Should I tell him?
A: I’ll try to expand on your frustration in the hopes that it will help you articulate your discontent. Your principal is solving the surface problem but not getting at the roots. He likely doesn’t realize he’s not digging deep enough. For example, staff members are probably more upset about their colleagues’ blatant disregard for others’ belongings than they are by their own pilfered sandwich. That’s a school culture problem. If he asked the right questions, he might discover that his staff members feel like some people think the rules don’t apply to them. Perhaps some teachers act entitled to special treatment, whether they hog resources or fail to replace the printer paper.
Similarly, when the principal attempted to distribute work more equitably, he may have missed a bigger problem. Maybe staff feel that some people will only shoulder a burden if it will benefit them personally. As for the monthly golden key award, that only acknowledges a handful of teachers each year. If his staff craves more frequent, organic recognition of their accomplishments, the golden key idea might feel forced and overly limiting. Teachers may prefer more impromptu visits to their classroom, or comprehensive written evaluations, or visible consequences for underperforming staff, or the occasional handwritten thank-you note.
So what can you do? If you know why his interventions are falling flat, you could share that information with him. But first, try to figure out if he thinks he’s missing the mark. He might be frustrated, too, especially if he thinks he’s addressed a complaint only to see it get flagged as a problem on a staff climate survey. Or he might have no idea at all that staff are frustrated. Ask him if he’d like to hear your thoughts. If he does, be clear that you’re speaking only for yourself. Don’t speculate about what others may or may not want, and be sure to acknowledge his good intentions. If you have ideas, bring them to the table. It’s easy to find fault with an administrator, but harder to find effective solutions, and he’s clearly trying to address problems. The fact that he brought you a sandwich speaks volumes. I see that gesture differently than you. I doubt he thinks that’s the solution; rather, it suggests that he cares about your feelings and wants you to have a positive experience at work. By extension, I think he’d want to hear your concerns, especially if you share them thoughtfully and respectfully.
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ABOUT THE AUTHOR
Phyllis L. Fagell
Phyllis L. Fagell is the school counselor at Landon School in Washington, D.C., a therapist at the Chrysalis Group in Bethesda, Md., and the author of the Career Confidential blog. She is also the author of Middle School Matters and Middle School Superpowers, available at https://amzn.to/3Pw0pcu.
