The Superior and Subordinate Relationship

Hey, Teachers!

One of the reasons we're so tired by June is the energy spent ensuring we are team players who are playing the game right according to administration. One thing to remember about professional roles in teaching is most of our administrators are not leaders. They are managers. And this creates a difficult dynamic for us in the workplace if our relationship to superiors remains that of a subordinate.

The superior/subordinate relationship necessitates that teachers remain diplomatic, careful, and intentional in all communication that reflects our strengths, performance, and follow-through on the job. Simply put, we are working not only to keep our classrooms running well but also to maintain harmony in relationships with our bosses that can easily become threatening or demeaning.

Some teachers this summer (or any time of year) may be experiencing the repercussions of trauma brought on by administrative decision-making that strips teachers of integrity, authority, and decency in the workplace. I have been in that situation more than once. I speak from a place of compassion when we're talking about (a) being targeted; (b) keeping the monkey off your back; (c) flying low; (d) being afraid of reprimand; (e) having to cope with unfair and unnecessary burdens because unfortunately, you became the principal's pick and that supervisor, no matter what you did, refused to even consider or integrate what was really going on.

Summertime can be a space of healing for teachers. But it can also be a space of retreat that compromises our emotional stability come August, when we begin to feel anxious and stressed all over again about returning to a toxic environment.

One "wrong move" and you can easily become the principal's target (for any number of reasons) which in worst case scenarios, can lead teachers to resign, relocate, or quit to get out from under grueling pressures of discrimination.

What can we do about this? How do we preserve ourselves if we face administrators who are not interested in us as individuals, rather, address us like students, with a punitive "caught ya" tone and demeanor?

Coping with a toxic professional environment isn't easy. Reflection upon that toxic environment is essential. 💡

If you are a teacher who feels threatened, burdened, worried, and defeated because of the negativity in a superior/subordinate relationship, here are some strategies for improving self-efficacy:

1. Emphasize what you are doing well in all communication with your supervisor(s). Speak with positivity, a tone of shared interest in student goals, and with language that communicates your willingness to grow. Sometimes, all a supervisor needs to get off your case is to see that you aim to be compliant. In other situations, your efforts may at minimum, keep you afloat and possibly prevent further targeting. In worst case scenarios, it may be too late to salvage your relationship on the job, but the notes and running logs you keep are still important for your own dignity and self-worth.

2. Develop a game plan. This includes becoming more assertive with boundaries. Get to your supervisor(s) before someone else does. Make sure your "story" or account of a situation is heard first, and keep that story positive with best interests of whomever is involved, at the forefront. Create a solid plan-of-action that you are using "behind the scenes" to put out fires before they get out of control. Knowing where you stand and how you will progress in a confining relationship when the negativity reappears will keep you more centered.

3. Counter the negativity with evidence of performing well in one or more areas. Get those letters of recommendation and reference to keep for your files. Keep records of noteworthy statements and acknowledgements of your strengths in classroom teaching. These might come from students, parents, other supervisors, or colleagues. Refer to these statements to reinforce your teacher self-image of what you are doing right that you can build upon.

4. Recognize your expertise and communicate your thoughts and concerns when opportunities arise. If your relationship with administrators is only minimally fear-based and you're not experiencing detrimental control that's affecting how you feel about teaching, then it might be safe to explore new ways of being more vocal about best practices or other issues you care about. Showcase your abilities and let others know how you can lead.

5. Find a supportive community. This can be in the school setting or outside of the school setting (for example, the teacher support community that I facilitate on this website). Your network of supportive colleagues should be individuals you completely trust who acknowledge your worth as a human and as an educator. A supportive community of professionals is a wonderful space for you to share ideas and get feedback about your performance and progress. Sometimes, this is a mentor, a grade level or department chair, or even a teacher friend who sees your strengths and can encourage you.

The most important decision you can make this summer if you are in a tough supervisor/subordinate relationship returning to work this fall, is to reframe how you will approach your roles in the school setting. 

Remember, you are steward over yourself: your thoughts, feelings, and actions.

Although summer is a time to put the classroom on pause so we can reenergize and decompress, if you are in a negative school culture when it comes to your interpersonal relationships, avoid waiting until August to address those hardships. 

Reflection on what has happened will enable you to become more efficacious in what will happen. The more objective we can become, the better. This includes regularly employing strategies of metacognition to our teaching practice.