Principals' capability in challenging conversations: the case of parental complaints

Abstract

PurposePositively engaging parents who have concerns about their children's schooling is a key part of effective educational leadership. The purpose of this paper is to use empirical research on complaint interactions and interpersonal effectiveness to develop and trial an assessment of principals' interpersonal effectiveness in challenging conversations with parents. The paper presents descriptive data about principals' level of skill in one such type of conversation.Design/methodology/approachA complaint scenario was written and an actor trained to play the role of the parent during a videotaped conversation with each of 30 newly appointed principals. The tapes were transcribed and assessed on six dimensions of interpersonal effectiveness. A code book was written which included definitions of each dimension, a five‐step progression on each dimension, coding rules and examples. The actor also provided ratings of the effectiveness of each principal.FindingsThe findings indicated that the principals were, on average, more skilled in advocating their own position than in deeply inquiring into and checking their understanding of the views of the parent. Many had difficulty respectfully challenging the parent's assumptions about the situation and reaching a shared understanding of what to do next.Originality/valueThe paper provides rarely obtained behavioural data about the interpersonal skills of school leaders and provides a strongly grounded theoretical framework for analysing these skills. Detailed suggestions are made about how further research can contribute to both the evaluation and development of the interpersonal skills required to achieve positive outcomes from challenging conversations.

The Interpersonal Challenges of Instructional Leadership

“…The sample was representative of the larger cohort on the basis of school sector (elementary, middle, high) school size and principal gender. The original sample (Robinson & Le Fevre, 2011) of 30 principals was randomly selected in accordance with the proportions from each sector, school size, and gender. In this current study, three principals are missing (due to change of jobs or lack of availability), resulting in a group of 27 principals from the original 30.…”

Learning for principals: New Zealand secondary principals describe their reality

“…As evident from the participant quotes, the process takes personal and emotional stamina. Hard or ‘challenging’ conversations (Robinson and Le Fevre, 2011) might involve a student, a staff member or a parent and managing these requires a high degree of emotional intelligence (George, 2000; Goleman, 1996). Moreover, the pressure to suppress one’s own emotions to fulfil the needs of others can be considered emotional labour which, as Joan explained, can be ultimately draining.…”

Hacia un fuerte liderazgo centrado en el estudiante: afrontar el reto del cambio (Towards a strong leadership centered on the student: facing the challenge of change)

“…Los hallazgos sobre las destrezas de los líderes para indagar cuando entablan conversaciones difíciles con los padres y los docentes son similares LE FEVRE, 2011). El análisis que realizamos de las conversaciones de 27 directores escolares recién nombrados reveló que tenían mucho más destrezas para defender su propia posición que para indagar acerca de las perspectivas de otras personas.…”