Co-Workers' Experiences And Responses To Teacher Underperformance.pdf

This dissertation explores how co-workers experience and address teacher underperformance in Flemish secondary education. The study aims to understand the performance expectations of teachers and how these expectations impact co-workers.

The research focuses on the functions of performance expectations, including their content, clarity, and communication. The study also examines the impact of underperformance on co-workers and their responses to it.

The findings indicate that performance expectations are often unclear and communicated ineffectively, leading to misunderstandings and conflicts between teachers and co-workers. The study also reveals that co-workers often feel overwhelmed and stressed when dealing with underperforming teachers.

The research methodology involved an exploratory study of principals' and teachers' views on performance expectations. The study used a qualitative approach, including interviews and focus groups, to gather data.

The dissertation concludes that performance expectations play a crucial role in shaping the work environment and influencing co-workers' experiences. The study highlights the need for effective communication and clear performance expectations to mitigate the negative impact of underperformance on co-workers.

The research contributes to the understanding of teacher underperformance and its effects on co-workers, providing insights for educators and policymakers to improve teacher performance and work environments.