Positive deviant teachers: how beliefs, relational dynamics with students, and administrator leadership style impact their success with disengaged students

Abstract

Teachers of chronically disengaged students are at risk for burnout and attrition. This qualitative study used a systemic, ecological lens to investigate how highly skilled secondary teachers built relationships with disengaged students. Data were collected through observations of four teachers and semi-structured interviews with 12 teachers, five administrators, and seven adults whose lives were impacted by a teacher. At the core of their success were two beliefs: (1) the purpose of education was to support the human development of students, and (2) authenticity was key to their success. Additional findings highlighted parallel beliefs of administrators who supported teacher success and increased their job satisfaction. Teacher education needs to shift its focus from teaching strategies to a more in-depth development of the teacher’s philosophy and being to enhance how they use themselves in building relationships with disengaged students.