By Ronald Williamson, EdD, and Barbara R. Blackburn, PhD
In this article we’ll examine two of the biggest challenges we hear from school leaders: how to deal with resistance and how to model continuous learning.
How should I deal with resistance?
One of the biggest challenges you will face is the resistance that emerges from teachers. It may manifest itself through the voice of a single, highly vocal, resistant teacher, or more subtly through the chatter from a small group of teachers or other staff.
Address the Resistance
Not everyone who resists does so because of ulterior motives. Often there is a conflict between their personal beliefs and values and the proposed changes. In Michigan, many educators and parents opposed the idea of increasing the mathematics requirement for high school graduation. A survey found many of those resisting the idea were concerned the new requirement would lead to more students dropping out of school. Their motives were anchored in concern for students, not outright resistance to the idea. As the new requirements were implemented and students were provided additional academic support, multiple opportunities to succeed, and different instructional approaches, much of the resistance faded.
While some people resist just to resist, most don’t. They are genuinely concerned about the proposed change. They either don’t see the value in the change, or they have concerns about how successful the change will be.
Leaders need to recognize the diverse feelings and concerns when you begin to work on any improvement plan. Individuals progress through the stages in a developmental manner. Everyone will not move at the same pace or have the same intensity of feeling.
As you work to improve motivation and morale, personal concerns about the details of plans are often the first to emerge. Once you’re underway, teachers will become more interested in the effects of the change on students and on their classrooms.
The Toxic Teacher
Occasionally there is one individual who resists in a way that disrupts the entire school and detracts from the work of other teachers and staff. They’re often toxic because in addition to causing disgruntlement in the workplace, they also spread their disgruntlement to others.
What a Leader Can Do
Here are steps experts recommend for managing the toxic employee (Gallo, 2016).
Dig Deeper – Always take a close look at the behavior and what might be causing it. It may be because of factors outside of school or unhappiness with colleagues or opportunities for advancement. This information may be used to coach the teacher or suggest resources such as the employee assistance program.
Provide Direct Feedback – Toxic employees may be oblivious to their behavior and its effect on the school and other employees. Porath (2016) suggests they may be too focused on their own needs, and it may be necessary to let them know how annoying they are. Be explicit and cite examples. Just don’t dwell on it and allow them to control the conversation. In addition, Porath found that 4 percent of people engage in this kind of behavior because they think they can get away with it and they think it is just fun.
Explain Consequences – Let the teacher know about the costs of their continued behavior. It may mean limited opportunity for professional development or travel to conferences or even transfer or dismissal. In some states non-tenured teachers can be dismissed without providing a reason.
Understand Some People Don’t Change – It’s always good to be optimistic and to support and encourage employees, but that doesn’t work with everyone. If that’s the case, you may need to talk with your human resources office about next steps.
Document Everything – As with all personnel issues, be sure and document all your conversations, your meetings and suggestions for improvement. This helps to establish a pattern of behavior.
Isolate the Toxic Person and “Immunize” the Team – If the toxic behavior persists and the person remains in your school you can isolate them and minimize their impact. Don’t assign them a role in your planning. Don’t include them in any group planning, implementation or professional development. If you organize work groups, minimize their role, if any. You can rearrange rooms, schedule fewer meetings and lessen the contact with colleagues. If other employees come to you about their toxic colleague, hold one-on-one conversations but be discrete and coach them on how to minimize contact and interaction.
Don’t Get Distracted – Finally, a toxic teacher has a way of consuming your time and energy. Don’t allow that to happen. Find time to counteract their behavior by working and interacting with employees who are supportive and engaged. And, of course, take care of your own work-life balance, something discussed later in this article.
A truly toxic teacher is rare, but when one is present it can undermine your efforts to improve motivation and morale. There’s some evidence that when the leader fails to deal with the issue, it has a negative effect on both motivation and morale. Other employees want to know why the leader doesn’t act and why the person is allowed to undermine the efforts of the rest of the staff. Use the table below to assess yourself.
Maintain Focus on Students
It seems so obvious to always think about students first, but we’ve found when complex and difficult issues arise, student interests are often secondary to the interests of teachers, parents or community. Part of the problem is that everything people want to do is always described as being “in the best interests of students.” Often diametrically opposed ideas are both described that way.
William Roberts, Principal of Los Altos High School in Hacienda Heights, CA led significant changes in his school’s program. He said he always asked his staff, “How would you want your child to be treated? What would you want their program to be like?” He found that for many of his teachers those questions forced them to consider the needs of their students through the perspective of a parent. That question changed the conversation.
Model Continuous Learning
We work with dozens of school leaders, and we’ve come to appreciate the challenges they face. Principals are asked to solve some of the most complex and contentious issues in schooling.
We marvel at their energy and their capacity for change. From these leaders, we’ve learned how very important it is to continue your own learning. One thing is certain: the environment in which schools operate will continue to change and principals will be expected to respond and adapt. Keep in mind when you continue your own learning and model it for your teachers, you help them feel valued and successful, which positively impacts their motivation.
Be a Continuous Learner
Be intellectually curious. Read a lot and think a lot about current and emerging trends. Be open to ways to improve your school even when things are going well. There is a lot of information online about how schools responded to remote learning. Explore both traditional and online publications across education and other fields to learn about trends, discover new ideas, and promote your own thinking.
Cultivate a critical friend or two outside your school or outside education. Such a friend can provide a fresh perspective on issues you face.
Actively participate in every professional development activity with your teachers. Value the opportunity to learn from them, to reflect on your learning and to apply it in your work. Be present. Be engaged. Show your teachers you value continuous learning.
Talk with others about what you read, what you’ve watched and what you’ve learned. When you share your learning model, it emphasizes the importance of learning. Often the most valuable sharing comes from comments you make when talking with individuals or small groups of teachers rather than a presentation at a staff meeting.
Organize a discussion group with other principals. Identify a shared interest or select a book of interest and commit to sharing your thinking and ideas. Zoom or other online platforms can provide a structure for online book study.
Join the online communities of your professional association(s) and tap into the advice they provide.
Enjoy what you do. Relish the impact principals have on the education of students in their school. When the enjoyment fades, find ways to reinvigorate your passion and model the importance of continuous learning.
The good news is technology has made staying connected far easier than it has ever been. Use some of the online options or simply search the Internet to find an abundance of information about the experience of other schools in the move to remote learning.
A Final Note
School leaders play a particularly important role in shaping the culture of their school, providing a nurturing and supportive environment for their staff, and embracing practices that are both motivating and empowering. This series has offered some explicit strategies for doing just that. We continue to be amazed by the strength and perseverance of our school’s leaders and their commitment to serving students and their communities. We hope you’ve found this series on motivation helpful in your work.
Dr. Ronald Williamson is Professor Emeritus of Educational Leadership at Eastern Michigan University. He is a former principal, central office administrator and Executive Director of National Middle School Association (now AMLE).
Dr. Barbara R. Blackburn, a Top 10 Global Guru, is a best-selling author of more than 30 books, including the bestseller Rigor is NOT a Four-Letter Word, Rigor for Students with Special Needs, Rigor in Your School; 7 Strategies for Improving Your School, and Improving Teacher Morale and Motivation. An internationally recognized expert in the areas of rigor, motivation and leadership, she regularly collaborates with schools and districts for onsite and online professional development. Learn more.
References
Gallo, A. (2016, October 3). How to Manage a Toxic Employee. Harvard Business Review. https://hbr.org/2016/10/how-to-manage-a-toxic-employee
Porath, C. (2016, November 14). Isolate Toxic Employees to Reduce Their Negative Effects. Harvard Business Review. https://hbr.org/2016/11/isolate-toxic-employees-to-reduce-their-negative-effects
TEPSA Leader, Winter 2025, Vol 38, No 1
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