When Ego Leads: Working with an Insecure Principal

If you have ever worked under a principal who micromanages everything, takes credit for others' work, or seems easily threatened by confident teachers then you may have experienced the insecure principal.

This leadership type does not always come with loud demands or explosive tempers. Sometimes, the signs are more subtle; frequent policy changes without consultation, resistance to teacher-led initiatives, or quick defensiveness when feedback is offered.

From my experience in the classroom, insecure principals often fall somewhere between the authoritarian and transactional leadership styles. They rely heavily on rigid systems, enforce top-down decisions, and focus on control, not necessarily because it is effective, but because it keeps them feeling in charge.

What It Looks Like on the Ground

Working with an insecure leader feels like walking on eggshells. You may second-guess your tone in emails, overthink your wording during meetings, or avoid sharing ideas that could be misinterpreted as showing them up.

Here are some signs I have personally observed:

• They dominate meetings, not to lead, but to assert.
• They downplay staff suggestions, unless it was their idea first.
• They take mistakes personally, turning minor issues into major offenses.
• They praise selectively, mostly toward those who do not “outshine” them.
• They resist change, especially when it comes from below.
• They may rely on a small group of loyal allies to make decisions behind closed doors, creating confusion, resentment, and division among staff.

This is not always done maliciously.  Sometimes it stems from a deep discomfort with not having all the answers, or a fear of being seen as less capable than the staff they lead.

The Role of Ego

At the core of insecure leadership is ego. not confidence, but fragile pride. When every question feels like a challenge and every teacher success feels like a threat, leadership becomes about self-preservation instead of school improvement.

That kind of leadership is not just frustrating, it is harmful. It creates a culture where innovation dies quietly, collaboration is cautious, and morale slowly disappears.

Why It Matters

Strong teachers do not want to "take over",  they want to contribute meaningfully. But insecure principals often perceive confident educators as competition rather than allies. In the end, students lose out because the staff is too busy managing egos instead of focusing on growth.

And let us be clear: insecurity at the top trickles down. It stifles trust, delays progress, and pushes passionate educators into silence or burnout.

What Teachers Wish These Principals Knew

• We are on the same team. A teacher’s strength is not your weakness.
• Control does not equal leadership. Listening builds more loyalty than commanding.
• It is okay not to know everything. Vulnerability makes space for growth, for everyone.

 

Final Thought

Insecurity is not a crime. It is human. But when it drives leadership decisions, it hurts schools. Teachers do not need perfect principals. We need ones who are secure enough to lead with humility, strong enough to let others shine, and wise enough to know they do not need to have all the answers, but rather the courage to listen.

 This concludes my exploration of the different types of principals from my own perspective and experience. Needless to say, beyond academic qualifications and official titles, the true measure of a principal lies in their ability to lead with integrity, inspire both staff and students, and create a positive, productive school environment. While textbook definitions provide a general outline, it is the principal’s day-to-day actions, decision-making, and human connection that truly define their role. A great principal is not just a manager, but a mentor, motivator, and model of leadership for the entire school community.

Have you worked with a principal who micromanages everything, takes credit for others' work, or seems easily threatened by confident teachers? How did it impact your teaching experience?



Tell us your story in the comments.