Reframing Failure
Education has a confusing relationship with failure.
The Problem
In the classroom, we encourage students to have a growth mindset and fail forward in order to learn from the complex road toward mastery. However when it comes to professional learning and growth for teachers, taking a risk that could end in failure feels more daunting and consequential. From the outside, this fear of failure can sometimes look and sound like resistance and rigidity. This can be a source of confusion and frustration for both administrators and teachers as everyone is continually adapting to meet the needs of their students, districts, as well as state and federal mandates. It is important to identify the root causes of these fears of failure or resistance to change, to collaboratively support the needs of the teachers and create an environment that supports risk-taking in pursuit of student achievement and well-being.
We all want to feel positive about the work we do with students. Especially for teachers, they put in countless hours of planning and professional development to continue to perfect their practice. Yet, when a new expectation, curriculum, or instructional technique is added to their plate, some people embrace a challenge and move toward the change, while others resist and avoid. Both responses affect the culture of a team and influence how the change is received, yet the opposing responses can often overpower the supporting ones.
There are legitimate reasons for this resistance reaction, based in psychology and brain science. Our brains are primed to look for patterns and make predictions about the future, without our conscious awareness. When teachers have worked in education for decades and have seen numerous initiatives come and go, have seen administrators come and go, their brains are subconsciously reluctant to trust a new direction that might ultimately be temporary, abandoned, or reversed (Skolnik, 2023). Why would teachers want to uproot what they believe they are good at and they perceive to have worked in the past, for a short-lived change that will maybe go away in a year or two?
This is a real challenge leaders face. Administrators must build enough trust and credibility with teams to communicate the why behind the change, and support teacher efficacy to be able to move confidently in the direction of the change with inevitable bumps along the way.
Teacher efficacy means a teacher’s mindset regarding success and their perceived capacity for the task at hand (Tschannen-Moran & McMaster, 2009; Woolfolk Hoy, 2000). Research shows that teacher efficacy diminishes when excessive role demands are placed upon them. Teacher morale decreases, they feel more isolated, teaching ability declines, and there’s lower recognition from administration (Ashton & Webb, 1986). In 2023, there are countless reasons that teachers would feel lower efficacy, exacerbated through COVID: rapid and unpredictable changes between online and in person learning, new safety protocols, closing the opportunity gap, supporting the social-emotional and academic needs of all students, plus supporting needs of the increasing numbers of multilingual learners.
Possible Solutions
While administrators cannot control the government mandates, the socioeconomic or even the geopolitical concerns happening in our world, we can encourage teacher success by mitigating unnecessary barriers and using dynamic leadership tactics to support their needs. Working in a collaborative environment with a positive culture is an important component of teacher success and efficacy (Hoy & Burke-Spero, 2005). Genuinely checking in on staff members one-on-one, asking what they need, following up with them about their needs, and just being visible and present goes a long way in creating a sense of connection and support. More strategies include clear and transparent communication of expectations related to changes in teaching and learning, encouraging teachers and staff to take risks and valuing the results no matter what they are, and using feedback as a measure of growth and not just a measure of evaluation. Working as a team with my teacher leaders, consistently building trust with them, and allowing new teachers the space to lead has been very beneficial as I have tried to implement change in my building.
Establishing a climate of shared personal practice is also imperative to building efficacy. In this type of learning environment, one that is rooted in trust and mutual respect, factors such as relationship building, mentorship/coaching, the celebration of successes and even watching others teach, help to build that strong sense of community. Teachers learn the most from colleagues whom they trust (Hord, 2009; Woolfolk Hoy, 2000). An environment of learning, inquiry, and mistake-making is necessary for adults if we expect this from our students. When teachers feel comfortable taking risks and trying something new, they are empowered to replicate that environment and mindset with students.
In addition to a positive climate and culture, lightening the load of teachers when feasible also helps to build efficacy because it communicates understanding and trust and confirms that their concerns are heard. Whether it is providing coverage due to an absence or implementing a sound idea for efficiency from a teacher, intentionally lightening the load of teachers without sacrificing positive academic outcomes is a win for teachers, students, and schools at large. The longer the list of expectations becomes, the quicker teachers can feel overloaded and stressed, which is where quality of instruction and teacher well-being both can decline.
Another strategy is to provide targeted professional development that is collaborative, specific, and building-based. Research shows that it is possible for teachers to feel highly effective in a familiar area ofteaching while experiencing a sense of low self-efficacy in areas in which they do not feel prepared (Cantrell & Hughes, 2008). Focusing on helping teachers feel better prepared can be the difference between implementing a successful change initiative or not. Practical, hands-on experience, communicating the why and how of the learning target, and even providing space for teachers to grapple with the content offerings, coupled with timely feedback, are all great ways to help build teacher efficacy.
To Sum Up
The experience of change with the potential to fail can elicit feelings of discomfort, fear, and a reduced sense of efficacy for all of us. It is a human response that we as leaders must acknowledge, embrace, and incorporate into our leadership approach. As administrators, we can implement proactive strategies to build our teacher’s sense of efficacy through intentional and collaborative communication, creating a positive culture rooted in mutual trust and risk-taking, mitigating unnecessary barriers, and targeted professional development that creates a sense of preparedness and support for experimentation.
References
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
Bangs, J. & Frost, D. (2012). Teacher self-efficacy, voice and leadership: towards a policy framework for Education International. Education International Research Institute.
Cantrell, S. C., & Hughes, H. (2008). Teacher efficacy and content literacy implementation: An exploration of the effects of extended professional development with coaching. Journal of Literacy Research HJLR, 40(1), 95-127. doi:10.1080/10862960802070442.
Hord, S.M. (2009). Foreword. In D.B. Lindsey, L.D. Jungwirth, J.v.N.C. Pahl, & R.B. Lindsey, Culturally proficient learning communities: Confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin Press.
Hoy, A. W. (2000). Changes in teacher efficacy during the early years of teaching. In the annual meeting of the American Educational Research Association, New Orleans, LA.
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343-356.
Skolnik, J. (2023). Science of Learning & Leadership: Role of Trust.
Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. Elementary School Journal, 110(2), 228-245. doi:10.1086/605771.
About the Author
Nicole Kelly, Ed.D. is the proud principal of Willow Dale Elementary School in Centennial School District, and an adjunct professor at the University of Pennsylvania’s Graduate School of Education. She is a lifelong learner with vast experience in both general and special education, and is committed to ensuring that every student feels safe, valued, and heard.
