Abstract
Purpose. The purpose of this study was to identify the predominant types of difficult elementary teachers as well as their difficult behaviors and responses administrators found effective in managing these teachers. Methodology. This descriptive study applied qualitative methodology. Harvey and Drolet's (1994) model of thirteen types of difficult people and management strategies formed the basis of the study. A structured eight-question interview was administered by phone to the study sample of fifty principals. Each principal described two difficult teachers. Superintendents from fifty districts in five counties nominated two principals expert in handling difficult people. Responses were analyzed by frequency for behaviors, types, and strategies. Teachers and strategies were classified according to Harvey and Drolet's types. Findings and conclusions. Each of the fifty principals had no difficulty identifying at least two difficult teachers. All principals spoke of the extensive time and energy spent managing their difficult teachers. Twelve of Harvey and Drolet's thirteen types were found from the sample of one hundred teachers. Slightly more than half were classified as a single type of difficult person, one-third as a two-type combination, and the remainder as three types. Identified most often were the bully and the know-it-all. Strategies characterized as confrontive were used most often but no single set of strategies was applied by the majority of principals. Difficult teachers impeded progress, blocked change efforts and inhibited school improvement. Principals did not think in terms of categorizing the difficult teachers by any special type or label. Recommendations. Provide training for principals in analyzing behaviors of difficult teachers and in categorizing these difficult people by type. Provide training for principals in specific strategies that are effective with each difficult type. Provide teachers with training in recognizing their own difficult behaviors. Provide training for teachers to help increase coping strategies when working with other difficult staff members. Increase team-building activities to encourage teachers to work with the difficult teachers.