Abstract
Purpose. The purpose of this study was to identify behaviors of ineffective K-12 public school principals and to examine how superintendents assist and communicate with these ineffective K-12 public school principals during the time of assistance. Methodology. The researcher used descriptive research. The population consisted of the superintendents of all public school districts in the state of Washington with student enrollments of 499 to 4,999. A self-response questionnaire and structured case study interviews were utilized to collect the data needed to answer the four research questions which guided the study. The data were tabulated and analyzed comparing the frequencies and percentages for each item on the self-response questionnaire. Findings. (1) Poor staff relations was the most often selected behavior of ineffective principals. The findings also indicated that poor staff communication skills, lack of influence over staff and lack of trust by community and staff were the next highest agreed upon behaviors of ineffective principals. (2) The most frequently used process of communicating with ineffective principals was a candid face-to-face conference. (3) The most successful strategy to assist an ineffective principal is regular face-to-face conferences. (4) Superintendents are rarely successful in improving the performance of ineffective principals. Conclusions and recommendations. Ineffective K-12 public school principals are found at all grade levels and at all sizes of school districts. Ineffective principals are allowed to remain in their positions and in many states are protected by principal tenure laws. Most superintendents do not receive formal training in identifying and assisting ineffective principals to improve. Because of the political pressures and lack of training, superintendents allow ineffective principals to remain in their positions. Superintendents do not have a high success rate of improving principals when they are identified as ineffective. Many times because of principal tenure laws, the ineffective principal is not motivated to improve his or her performance. Among the recommendations are: (1) Require all superintendent certification to include coursework in improving the ineffective principal. (2) Develop principal assessment centers for principals who are identified as ineffective. (3) Reassess principal tenure laws in states where they exist. (4) Develop "peer coaching" programs for principals who have been identified as ineffective.