Addressing underperformance is one of the most challenging yet essential responsibilities of a school leader. It requires a balance of empathy, directness, and a commitment to professional growth. Rather than viewing underperformance as a failure, it should be seen as an opportunity for development—both for the teacher and the wider school community.
The key lies in fostering open communication, reflection, and targeted support. By approaching these conversations with a structured and solutions-focused mindset, school leaders can help teachers overcome challenges and reach their full potential.
Understanding the Root Causes of Underperformance
Underperformance is often a symptom of underlying issues rather than a lack of ability or effort. Potential factors may include:
- Workload pressures leading to burnout
- Lack of clarity around expectations
- Personal challenges impacting well-being
- Limited access to professional development or training opportunities
- Gaps in subject knowledge or pedagogy
By identifying the root cause, leaders can develop effective support strategies rather than resorting to punitive measures.
For additional performance management resources, explore:
Headteacher Performance Management Toolkit
A Framework for Constructive Performance Conversations
Having structured, clear, and compassionate discussions is vital when addressing underperformance. Below is a practical framework to guide your approach at different stages of the performance review process.
1. Informal Support Conversations
At this stage, the focus should be on early intervention, support, and professional development.
Key Questions to Ask:
- What challenges are you currently facing in your role?
- What support do you feel you need to overcome these challenges?
- How can I best support you in achieving the objectives we have outlined?
- Are there any professional development opportunities that would help you develop in this area?
- How do you feel about your current workload and responsibilities?
For leadership development courses, visit:
MasterClass on Leadership and Change Management
2. Formal Procedures: Capability or Review Meetings
If concerns persist, a structured performance improvement plan may be required. Conversations at this stage must be clear, fair, and solutions-driven.
Key Questions to Ask:
- I want to ensure you understand the performance concerns. Can you summarise them in your own words?
- What are your thoughts on the evidence presented?
- What factors do you think have contributed to these performance issues?
- What strategies have you tried to address these issues, and what were the outcomes?
- How do you feel about the proposed performance monitoring and review period?
- What support do you need from me or the school during this period?
For templates and checklists, visit:
Performance Review Meeting Checklist
3. Ongoing Support and Follow-Up
Even after formal reviews, continuous engagement is key to ensuring long-term improvement.
Key Questions to Ask:
- Is there anything else you would like to share or discuss?
- How are you feeling about this process?
- What are your goals for your professional development?
For well-being support and resources, visit:
Leading on Well-Being MasterClass
Best Practices for Managing Underperformance
- Active listening matters. Pay attention to both verbal and nonverbal cues. Acknowledge concerns and avoid immediate judgment.
- Maintain a respectful and supportive tone. The goal is growth, not blame. Create a safe space for professional reflection.
- Use clear, evidence-based feedback. Avoid vague comments and reference specific examples. Keep discussions objective and solutions-focused.
- Document all conversations and agreements. Maintain a record of discussions for clarity and accountability. This protects both leaders and teachers during the process.
For guidance on managing staff performance, visit:
School Improvement and Leadership Resources
Final Thought: Turning Challenges into Opportunities
When approached with structure, fairness, and a focus on growth, performance reviews can become valuable development opportunities rather than stressful evaluations.
By asking thoughtful questions, fostering open communication, and providing ongoing support, school leaders can help struggling teachers unlock their potential—ultimately strengthening teaching quality and school culture.
For additional leadership guidance, visit:
Headteacher Performance and Leadership Development
Would you like any additional insights or refinements on this approach?
Updated 12/03/25