Teachers' Perspectives on Principal Mistreatment

* Lying: Principals were accused of ìblatant lying,Î that is, repeatedly making statements that conflicted with the teachersí direct experiences. This form of abuse was commonly associated with principalsí nonsupport of teachers in conflict with students and/or parents and with unfounded criticism, among other things.

* Explosive behavior: During face-to-face interaction with teachers, many principals engaged in loud verbal abuse (e.g., yelling) and negative affect (e.g., pounding fists on a table).

* Threats: Principals directly threatened individuals and groups of teachers to change studentsí grades, for example; they also threatened teachers for expressing opinions contrary to the principalís opinions; and for confronting a principal for his/her abusive conduct.

* Unwarranted written reprimands: Some principals ìwrote [teachers] upÎ for ìalmost anything,Î including conduct toward students, a stolen video camera, and going into a storage closetówhen there was no wrongdoing by teachers.

* Unfair evaluations: In all cases, teachers worked in school districts that required that principals complete ìobjectiveÎ teacher evaluations. According to teachers, abusive principals typically included flagrantly false information on their evaluations. It should be mentioned that, with the exception of beginning teachers, all but one experienced teacher had received superior evaluations from principals before mistreatment began.

* Mistreating students: Principals who mistreated students engaged in name-calling, racism, and even physical abuse of students, particularly special education students who the principals described as ìmisbehaving.Î

* Forcing teachers out of their jobs: Abusive principals engaged in a variety of unfair actions against teachers such as unilateral reassignments, transfers, and termination.

* Preventing teachers from leaving: Some principals obstructed teachersí attempts to leave a school by failing to forward applications (within a district) and writing negative letters of reference.

* Sexual harassment: Several female teachers accused their principals of ongoing, long-term sexual harassment. Teachers viewed the principalís sexual harassment as obvious assertions of power and control.

* Racism: Teachers defined six principals, three Caucasians and three African Americans, as racists.

The Effect of Mistreatment: Damaged Schools

There is a very strong culture of fear and caution. You best keep your head down, say as little as possible, and stay away from the front office. A teacher told me, ìIf you try to make any changes around here you will be her victim. Every year she has at least one and as many as three or four, maybe five or six people, whom she victimizes in order to demonstrate her power and control.Î I had bad dreams about it. If I was called to the office my heart would absolutely race. . . . it takes a lot to stick your neck out. Most teachers simply stop championing new creative ideas because the reward is punishment. It is a pretty deep culture of fear. The self is at risk when you are trying to do your thing. (Victimized teacher)