The Hidden Psychology Behind Teachers Who Avoid Professional Development

A dark-skinned animated male thinking

Dear School Leader,

One of the most fascinating things I’ve learned as both an inclusive education practitioner and an NLP (Neuro-Linguistic Programming) practitioner is this:

Teachers don’t just act on what they know; they act on how they think.

So when a teacher resists professional development, it’s not always about stubbornness or lack of care. Often, it’s about the mental filters—that shape how they see growth, change, and responsibility.


'Sameness' versus 'Difference': 

We talk about people who prefer sameness (sticking with what already works) and those who thrive on difference (seeking out what’s new).

  • A “sameness” teacher may say, “I’ve been teaching like this for 10 years and it works.”

  • A “difference” teacher may say, “I love learning new strategies; it keeps me fresh.”

Neither is wrong. But if most of your staff are wired toward “sameness,” then growth feels threatening rather than exciting.


'Toward' versus 'Away':

Teachers who are motivated toward opportunities see professional development as an investment.


Those who are motivated away from problems might only act when not developing poses a real risk (like losing relevance, missing promotion, or struggling in class).


As leaders, understanding this helps. You can frame development either as gaining new tools for success or as avoiding stagnation that could hold students back.



Some people are “big picture” thinkers, others are “detail” thinkers.

  • Big-picture teachers may say, “I know PD is important for my career growth, but right now I need to focus on surviving this term.”

  • Detail-oriented teachers may see training as yet another task on their crowded list.

The key is reframing PD in a way that matches their thinking style:

For the big-picture thinker: connect it to their long-term vision.

 For the detail thinker: show how one small step today will reduce classroom stress tomorrow.


Let me share a short story with you: 

I once worked with a teacher, let’s call her Mrs. Kehinde. She had been teaching for nearly 15 years and openly admitted she didn’t see the point of “all these new workshops.” Her belief was simple: “I already know what works.”

When we unpacked her mindset using NLP tools, we discovered she was strongly wired toward sameness—she thrived on routine and stability. To her, professional development felt like an attack on her experience.

So instead of insisting she “needed to change,” I reframed it in her language. I said:
“Think of this training not as replacing what you already know, but as strengthening what’s already working for you. It’s like adding new paint to a solid house—it doesn’t erase the foundation; it makes it last longer.”

That single shift clicked. She attended the session, experimented with just one new inclusive strategy, and later confessed that her students with learning difficulties were suddenly more engaged. Her comment after that was golden: “I didn’t realize how small changes could make my work easier.”

What happened here wasn’t just about new skills—it was about shifting her frame of thinking.



People act in alignment with their beliefs.

A teacher who believes “students deserve the best version of me” will sacrifice to grow.


A teacher who believes “development is just a school requirement” won’t engage deeply, no matter how many trainings you offer.

As inclusive educators, we know the impact this has on students with special needs. When teachers believe every child can learn, they become more willing to seek strategies that make learning possible for all learners.



How leaders communicate professional development matters. 

In NLP, language is never neutral—it shapes perception.


Compare these two:

🔶 “We need to complete this training to meet the school’s standards.”

🔶“This training will equip us to reach more learners, reduce stress, and make our teaching more impactful.”

The second one doesn’t just inform; it inspires. And that difference can unlock resistance.


☘️


If you’re a school leader navigating this challenge, try these NLP-inspired strategies that work:


🔶 Speak to both “sameness” and “difference” thinkers.

🔶 Show what teachers stand to gain and what they could lose.

🔶 Give the big-picture vision and the small, manageable steps.

🔶 Reinforce the idea that professional growth is part of serving students, not an extra burden.

🔶 Inspire rather than instruct.


☘️


Dear Teacher,

Professional development isn’t just about new skills—it’s about shifting mindsets.




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Comments

  1. Cynthia OghenegarenAugust 19, 2025 at 8:58 PM

    Professional development isn’t just about new skills—it’s about shifting mindsets.

    This is just the summary of everything

    ReplyDelete

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