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Do Principals Have Power?

Reading recent social media posts in education groups, I noticed a trend. Many teachers and staff were blasting their school administrators. While complaining about one’s boss isn’t unusual, people were going pretty hard against their principals. Not negating anyone’s experience, some complaints were disturbing because, as a former principal, I know it is a tough job. Also, there is an ingrained idea that principals have too much control. I hear people say,  “Principals have power to…”  Really?  Now, let’s take a look at principals’ power and what are perceptions of reality.

Some people are already mad after reading the first paragraph! Let me be clear that this is not an anti-teacher post. Instead, it clarifies what is real and perceived about the power principals actually have in real life. It is a pro-educator post!  Both teachers and school administrators have extremely exhausting jobs. Add in a pandemic, and the job became much more complex and more stressful. When things become more difficult and stressful, it’s easy to lash out or blame each other for the troubles that neither have control over. So first, teachers express dissatisfaction with principals. Then principals grumble about district administrators or superintendents. They then complain about school boards and politicians who have never worked in a school. It is a vicious cycle.

Principals are Unsupportive

Some complaints that I read about principals and sometimes assistant principals are about being unsupportive. I often ask, what is your definition of unsupportive? What does it mean to an individual teacher? Being unsupportive can be defined as the principal does not discipline an unruly or disrespectful student that the teacher finds acceptable. Another teacher may think the principal does not support him or her during a meeting with an angry parent. Some staff members can be displeased with a new administrator for making changes to long-standing traditions or rules in the school. These are just a few examples of being unsupportive. Indeed, there are many more, and the list can continue to grow.

Micromanagement and Busy Work

“My principal is a micromanager or gives us too many directives or busy work.” I read these types of posts many times, especially during the pandemic. Some despised the daily checklists and safety precautions during the pandemic. But on the other hand, teachers’ workloads were too heavy, and expectations were high. Many decisions about these two things and others probably did not come directly from the principal but from the district office. 

Some say, “Principals need to stand up for your teachers!” Perhaps your administrator stood up for the teachers and got shot down by the superintendent. Also, maybe he or she didn’t give you all of the checklists that the district required to save you from having one more task.

Harassment and Abuse

Another item I read on social media posts is about principals who harass, bully, or verbally abuse staff members. I never condone anyone who does mental, emotional, or physical damage to their workers. If it is happening to you, report it to the union or district. Document all events or times when the harassment or abuse took place. As a former principal, I experienced harassment and bullying from a supervisor. It was not pretty and not worth my health. Eventually, the supervisor left the district, but the damage was done to me and many others.

Principal Responsibilities

Another perception is that principals have unyielding power. The reality is that they don’t have it, and there is not an “S’” on their chests. While many teachers and school administrators are superheroes in the lives of children, we all are just human. Principals put their pants on like everyone else, one leg at a time. However, people have their own ideas of what school leadership looks like or should be in their school buildings.

The reality is that principals have a long list of responsibilities, too. Here is a list of some things they are responsible for handling on a day-to-day or year-to-year basis.

• Being an instructional leader
• Observing and evaluating teachers and staff
• Hiring teachers and staff
• Spending the budget (not creating it)
• Scheduling
• Safety of all students and staff
• School-wide communication
• Professional development
• Day-to-day operations
• Student Outcomes
• Meeting with parents, teachers, students, community members, district administrators, school partners
• Discipline
• Fundraising
• Implementing all federal, state, and district mandates and directives
• All aspects of school planning

The Job is Overwhelming

Many principals will tell me that I missed some items on the list. The job is overwhelming and then adds a pandemic, too. Hours are late and long. It’s a lonely job, but somebody has to do it. 

Despite the long list above, principals must develop and build upon the policies, procedures, and relationships in a supportive and conducive to the culture of their school building. Principals do have the power to create a supportive and healthy environment within their schools. However, they also need the buy-in of teachers and staff. 

Sometimes, the perception is that principals have power and they are the bad guy. The reality is that they are not the evil villains in the story of education. This post will anger some people, but that’s life. Agree to disagree and continue scrolling! Those who believe they can be a better principal and do a better job go for it. Be the change agent!

Lead with Empathy and Grace

Principals are often told to lead with grace and empathy but aren’t necessarily on the receiving end of either. Shouldn’t some things be reciprocal? For example, administrators are advised to celebrate teachers throughout the year and not just during Teacher Appreciation Week. How many teachers actually know the date of Principal Appreciation Day?

Frequently, I see social media posts of principals showing how they celebrated or thanked teachers for doing great jobs and being supportive. Reciprocity is suitable for everyone. Celebrate each other when good and great things happen. Principals have the power and teachers also. The blame game cannot be one-sided. We all have an essential job to do every day. Sometimes it feels like it is a no-win and thankless situation. Yet, we cannot continue to be divided. 

Let’s Use Our Power Together

Let’s Use Our Power Together

We have a unique opportunity to change or re-imagine education. During the pandemic, our way of teaching students changed very quickly. Now we all have the power to take the pieces that worked well, fix the gaps, even some playing fields, and provide the education our children deserve. Use your power to come together and create a stronger bond between teachers and principals. We are in the trenches every day and can provide a new path to teaching and learning.

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