A key capability required by educational leaders, if they are to engage effectively in instructional leadership is the resolution of complex school-based problems. (Robinson, 2010). Resolving concerns in a timely manner is imperative given the impact that failure to resolve has on both teaching and learning. When problems such as serious teaching incompetence persist, for example, trust is eroded amongst those working in schools and collective improvement efforts are undermined (Robinson, 2010).  The competence of leaders in addressing and problem solving concerns and conflict  in schools is critical in enabling the improvement of teaching and learning.  Indeed, Indeed, a strong correlation has been found between teachers’ perceptions of their principal’s ability to identify and deal with conflict and student achievement (Eberts & Stone, 1986). 

There is evidence to suggest that concerns that educational leaders have about those responsible for teaching and learning often remain unaddressed, or indeed addressed but unresolved (Cardno, 2007). Bridges (1986), for example found that the most common response of administrators to teacher incompetence was to be tolerant, to protect, and to avoid direct confrontation.   A possible explanation for why concerns might remain unresolved in schools is that principals typically avoid addressing issues (Bridges, 1986; Cardno, 2007; Yariv, 2004) because they lack the will or capacity to deal with incompetence. Another possible explanation for the persistence of concerns is that   combining the role of leaders’ improvement and accountability functions of teachers is challenging.   This challenge has been identified in a review of educational evaluation systems in twelve participating countries - Australia, Belgium, Chile, Czech Republic, Denmark, Luxembourg, Mexico, New Zealand, Norway, Portugal, Slovak Republic and Sweden (OECD, 2011). The context of evaluation is important since concerns are likely to be identified in teacher or principal evaluation processes, and also since those processes provide a potential forum in which to deal with concerns. The same review also identified developing competencies for evaluation as a challenge.

Given evidence that concerns are often not addressed by school leaders it is important to examine what types of concerns leaders find challenging to address.  Subsequent efforts to improve leadership competency in addressing complex problems requires deep understanding about both the nature of the concerns educational leaders face and second, the reasons for the persistence of those concerns.  This study provides insight into both of these aspects.

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