MacNeil, Angus J.2017-02-132017-02-13December 22014-12December 2http://hdl.handle.net/10657/1626As state and federal accountability standards continue to require more from the classroom teacher, principals, who play the most crucial role in ensuring a successful campus, have the insurmountable task of ensuring that schools show adequate progress for school improvement. A well-trained and intuitive principal will make sure that teachers who are mediocre―those who fail to provide reliable, consistent, high quality instruction every day―are expeditiously identified and addressed by providing the needed resources, training, and support. This qualitative study provides insight on the characteristics of mediocre teachers and determines the principal’s role in raising student achievement by identifying, addressing, and moving their performance beyond ineffectiveness. Data collected from a focus group of six elementary school principals of schools with varying demographics located within the same school district identified common themes and consistent trends as well as the barriers faced when supervising mediocre teachers.application/pdfengThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).TeachersMediocrePrincipals2017-02-13Thesisborn digital