ADVERSE EMPLOYMENT ACTIONS AND PUBLIC SCHOOL ...

CHAPTER I
INTRODUCTION TO THE PROBLEM
Introduction
In 1935, P. R. Pierce documented the role of the principal as one where
He gave orders, and enforced them. He directed, advised, and instructed teachers. He
classified pupils, disciplined them, and enforced safeguards designed to protect their
health and morals. He supervised and rated janitors. He requisitioned all educational, and
frequently all maintenance, supplies. Parents sought his advice, and respected his
regulations. Such supervisors, general and special, as visited his school usually made
requests of teachers only with the consent, or through the medium, of the principal. (p.
39)
After 75 years, the role of today’s school administrator is strikingly similar to that of his 20th
century counterpart. The delegation of those roles, however, may be more common, but the task
is relatively unchanged. The role of the principal in the earlier era was in so many ways the same
as today’s school administrator. However, they are not identical in all facets, for the
administrator of the 21st century now faces obstacles unimagined 75 years ago. One such
obstacle of immeasurable import is the proclivity of school administrators to be subject to
adverse employment actions such as demotion, reassignment, or termination (Fink & Brayman,
2006).
The role of leadership in education has become a precarious position in today’s reform-
based system of education. However, school administrators, which for the purposes of this study
included principals and assistant principals, have always held a position that was apt to draw ire
from various constituencies and possibly lead to adverse employment action (Kafka, 2009).
1