When Accountability Isn’t Bullying: The Case for Removing Ineffective Educators

How Public Education Can Respect Due Process Without Sacrificing Standards

In every industry, performance matters. Accountability is expected. Yet in public education, conversations around firing ineffective teachers or administrators are often met with discomfort—or outright resistance.

Instead of being seen as a standard of professional responsibility, efforts to remove chronically underperforming employees are frequently labeled as “bullying,” “targeting,” or “politically motivated.” This creates a dangerous dynamic—one where educational quality can be sacrificed in the name of professional protection.

It’s time for an honest conversation: supporting staff and holding them accountable are not mutually exclusive goals.

The Reality: Removal Is Rare, Even When Warranted

Unlike in the private sector, where employees can be terminated for persistent underperformance, public education operates under a web of protections:

• Tenure laws and union contracts can make dismissals long and costly.

• Fear of lawsuits or grievances often discourages administrators from pursuing formal discipline.

• Cultural stigma surrounds leaders who try to hold staff accountable—especially if they are perceived as “hard to work for.”

This has created an environment in many districts where mediocrity is tolerated, and excellence is not consistently expected. The result? Students suffer. Staff morale suffers. And school culture deteriorates.

Support Comes First—But Standards Must Follow

Let’s be clear: every effort should be made to help struggling educators succeed. That includes:

• Targeted coaching

• Clear performance expectations

• Reasonable timelines for improvement

• Mentorship from experienced peers

• Access to relevant professional development

But when a staff member shows no improvement, resists feedback, or demonstrates a clear lack of desire or ability, leaders must be empowered to act.

Holding someone accountable is not bullying. It is an essential part of maintaining a school's integrity.

The High Cost of Inaction

Failing to remove ineffective personnel has a ripple effect that goes far beyond one classroom:

• Students lose valuable instructional time and often fall behind.

• Parents lose confidence in the school system.

• Strong teachers and administrators feel disillusioned when excellence is not recognized or expected.

• Culture and morale decline when staff see that effort doesn’t matter.

Great teachers and leaders thrive in environments where professionalism is the norm and accountability is expected.

Leadership Is Not Easy—And It Shouldn’t Be Undermined

Administrators are often painted as villains when they attempt to do what other industries consider routine: evaluate performance and make personnel decisions.

But calling out persistent underperformance does not make a principal or superintendent a bully. In fact, refusing to address it may be the more irresponsible path.

When leaders work to:

• Set clear goals

• Communicate transparently

• Follow due process

• Document their efforts to support staff

...they should be supported—not vilified—for making the tough calls that protect the mission of education.

The Bottom Line: Schools Must Be Places of Professional Excellence

No one enters education to fail. Most teachers and administrators work tirelessly under enormous pressure. But in the rare cases where someone refuses to improve or is simply not suited for the role, it’s time to prioritize students over adult comfort.

That’s not cruelty—it’s courage.

We owe our students more than good intentions. We owe them effective teachers, strong leaders, and a system that values accountability as much as it values support.

Let’s stop confusing standards with hostility—and start building a culture where everyone is expected to grow, but no one is allowed to coast.