Professional development support for poorly performing teachers: challenges and opportunities for school managers in addressing teacher learning needs

Abstract

This article seeks to offer an analytical discussion concerning the pportunities and challenges facing school managers in offering professional development support to teachers within their schools who have been deemed to be performing poorly. The discussion is set within the context of performance management and, whilst acknowledging the discourse of managerialism, assumes the desire of all school managers toimprove poor teacher performance based on a concern for the educational well-being of pupils. Although inherent differences in power exist between managers and teachers, the article explores the importance of a dialogue based upon mutual trust in establishing the true causes of poor teacher performance. Given that peer coaching and mentoring mechanisms have been shown to achieve some success in remediating poor teacher performance, the article also explores possible contradictions posed formanagers by the pressures of managerialism, and the engagement ofsupport rooted in true collegiality and collaboration. Finally, the article advocates the place of teacher learning needs analysis as a means to avoid mismatch between the real causes of poor performance and the professional development support offered.