Editorial Note
This article is an opinion piece intended to help new and early-career educators navigate professional relationships in schools. It draws on OECD research concerning teacher collaboration and professional relationships, guidance from the National Association of Elementary School Principals, research and recommendations from the National Institute for Excellence in Teaching, and recent work examining how school culture affects teacher development.
The categories presented are descriptions of behaviors, not clinical labels or permanent judgments about individuals. A colleague may display an unhelpful behavior while remaining a capable educator, and someone who offers difficult feedback may be providing necessary professional support. Similarly, professional experience, age, seniority, or job title should not automatically determine whether someone is a positive or negative influence.
Teachers must continue following legitimate supervisory instructions, safeguarding requirements, professional standards, and applicable school policies. Recommendations concerning boundaries and workplace relationships should not replace established reporting procedures or individualized employment advice. The goal is thoughtful professional judgment, not avoiding accountability or creating divisions among colleagues.
Opening: Not Every Teacher You Meet Should Become Your Mentor
When you begin teaching, one of the first things you may hear is that you should learn from experienced educators.
That advice is reasonable.
Veteran teachers can provide valuable knowledge about classroom management, curriculum, school procedures, family communication, and the daily realities of education.
However, there is something teacher preparation programs may not emphasize enough:
Not every experienced teacher is someone you should model your professional behavior after.
Some educators will encourage you, challenge your thinking, share resources, and help you develop confidence.
Others may constantly criticize colleagues, resist every new idea, spread workplace gossip, or use their years of experience to establish superiority.
The challenge for new teachers is learning to recognize the difference.
I believe one of the most important decisions an early-career educator can make is choosing whose professional habits are worth adopting.
Bottom Line
New teachers should actively seek professional relationships with educators who demonstrate competence, integrity, adaptability, empathy, and a genuine commitment to student learning.
They should be more cautious around colleagues who repeatedly undermine others, disregard professional boundaries, misuse informal influence, or prioritize workplace politics over educational improvement.
However, avoiding a negative influence does not necessarily mean refusing to work with that person.
Schools require collaboration, and educators must maintain professional relationships even with colleagues whose approaches differ from their own.
The goal is to distinguish between people you must work with and people you choose to learn from.
The teachers who influence your development should help you become more capable, independent, ethical, and effective—not simply teach you how to survive school politics.
Why Your Professional Influences Matter
Teaching is learned through formal preparation, classroom experience, professional development, and interactions with other educators.
Beginning teachers often rely on colleagues to understand workplace expectations and solve practical problems.
A mentor may demonstrate how to respond to disruptive behavior.
A department colleague may share instructional materials or explain assessment procedures.
An experienced teacher may offer reassurance during a difficult period.
These relationships can strengthen professional confidence.
But professional habits can also be learned informally.
A new teacher who regularly spends time with colleagues who criticize students may begin adopting the same attitudes.
Someone surrounded by constant complaints about administrators may gradually develop distrust before having meaningful experiences of their own.
Likewise, teachers who collaborate with reflective, supportive professionals may learn to approach difficulties constructively.
The people around us do not determine our professional identities, but they can influence the behaviors we normalize.
That is why choosing professional influences deserves careful thought.
What Research Says About Teacher Relationships
The OECD's TALIS 2024 research examined how teachers collaborate and experience relationships within school communities.
Across participating education systems, approximately 86% of teachers reported that they could rely on colleagues at their school.
Teachers who reported stronger professional relationships also tended to report more favorable well-being and job satisfaction.
The research found associations between particular collaborative activities and teachers' confidence in their professional abilities.
These findings do not mean every collaboration improves instruction or that every positive relationship produces stronger student outcomes.
They do demonstrate why relationships deserve attention in discussions about professional development.
A teacher's working environment is not simply a collection of separate classrooms.
It is a professional community in which attitudes, expectations, knowledge, and behaviors are continually exchanged.
The quality of those exchanges matters.
Six Types of Teacher Behaviors to Be Cautious Around
The following categories are not meant to permanently classify people.
They describe patterns that new teachers should recognize and evaluate before adopting them as professional habits.
1. The Teacher Who Always Has Something Negative to Say
Every school has challenges.
Teachers may disagree with leadership decisions, feel frustrated by administrative requirements, or experience difficult classroom conditions.
Discussing those problems is not inherently negative.
In fact, constructive criticism can help schools improve.
The concern arises when nearly every conversation revolves around complaints without attempts to understand the problem or identify possible solutions.
A colleague may repeatedly criticize students, parents, administrators, or fellow teachers.
Over time, the discussion can create an impression that nothing in education is worth improving.
New teachers should be cautious about adopting that mindset.
Listen to legitimate concerns, but avoid allowing another person's frustration to become your entire understanding of the school.
A useful professional relationship should help you recognize problems while preserving the belief that improvement is possible.
2. The Teacher Who Uses Experience to Establish Superiority
Experience can produce valuable expertise.
A teacher who has worked in education for twenty years may have encountered situations that a beginning teacher has never experienced.
That knowledge deserves respect.
However, experience becomes less constructive when it is used to end conversations rather than contribute to them.
A colleague might dismiss an instructional idea by saying they have taught longer and therefore know better.
They may assume that a newer teacher's qualifications, research knowledge, or alternative approach are less valuable.
The problem is not the person's experience.
It is the belief that longevity makes further discussion unnecessary.
New teachers should seek educators who can explain the reasoning behind their professional decisions.
The most useful veteran teachers do not merely tell you how long they have worked.
They help you understand what they have learned.
3. The Teacher Who Gives Constant Unsolicited Advice
Some colleagues genuinely enjoy helping others.
They may offer suggestions about classroom management, lesson planning, organization, or student engagement.
Occasional unsolicited advice can be useful, especially when it identifies an important concern.
But repeated advice becomes problematic when someone consistently attempts to change another teacher's decisions without understanding the situation.
A colleague may repeatedly tell you how they would organize your classroom or deliver your lessons.
They may offer corrections even when you have not requested feedback and your approach meets established expectations.
New teachers should listen respectfully while recognizing that not every personal preference requires implementation.
You can appreciate another educator's perspective without adopting every suggestion.
A good mentor understands that developing your professional judgment is more important than making you imitate their teaching style.
4. The Teacher Who Thrives on Workplace Gossip
School communities depend on trust.
Teachers regularly work with sensitive information involving students, families, colleagues, and institutional decisions.
A coworker who frequently shares rumors, discusses private matters unnecessarily, or encourages speculation about others can create professional risks.
Gossip may initially seem like a way to understand the school's informal culture.
However, it can damage relationships and encourage judgments based on incomplete information.
New teachers should be especially careful about participating in conversations involving confidential student information or allegations about colleagues.
A professional disagreement should not automatically become a personal conversation about someone's character.
The better approach is to address legitimate concerns through appropriate channels and avoid sharing information that has no clear professional purpose.
A colleague who respects confidentiality and communicates responsibly is a much stronger professional influence.
5. The Teacher Who Resists Every New Idea
Not every educational innovation is beneficial.
Some digital tools are poorly designed, expensive, distracting, or inadequately supported by evidence.
Experienced teachers may have legitimate concerns about reforms that resemble unsuccessful initiatives from the past.
That perspective can be valuable.
However, a different problem arises when someone rejects ideas simply because they are unfamiliar or require a change in routine.
A new teacher might propose a different way to provide feedback or improve communication with families.
Instead of evaluating its educational value, a colleague may immediately respond that the school has never done things that way.
Tradition can offer stability, but it should not become the only standard for professional decision-making.
New teachers should learn from educators who evaluate change thoughtfully.
The goal is not adopting every new idea.
It is remaining willing to consider whether a different approach could benefit students.
6. The Teacher Who Acts Like Everyone's Supervisor
Schools have formal organizational structures.
Some educators also have delegated responsibilities involving departments, mentoring, curriculum coordination, or instructional support.
Those responsibilities should be respected.
However, difficulties arise when a colleague repeatedly gives directions outside an established role or presents personal preferences as mandatory requirements.
A new teacher may feel obligated to follow the person because of seniority, reputation, or proximity to administration.
This can create confusion about who has authority over instructional decisions.
Teachers should clarify whether a request reflects a formal requirement, an assigned responsibility, or optional advice.
A professional colleague should be able to explain the source and purpose of an expectation.
The most valuable teachers help others understand their responsibilities rather than relying on perceived influence.
Six Types of Teachers Worth Learning From
Avoiding unhelpful professional behaviors is only half the challenge.
New teachers should actively identify colleagues whose knowledge and habits will strengthen their practice.
1. The Teacher Who Can Explain Why Their Methods Work
A strong mentor does more than share lesson plans.
They can explain why particular instructional strategies are appropriate and how they respond to student needs.
They may demonstrate classroom routines, discuss student work, and help identify misunderstandings.
They also recognize that a strategy successful in one classroom may require adaptation elsewhere.
This type of educator encourages questions.
Instead of demanding imitation, they explain the reasoning behind their decisions.
New teachers benefit because they are learning how to think professionally rather than simply copying another person's methods.
The best mentors make their expertise understandable and transferable.
2. The Teacher Who Is Still Willing to Learn
Some of the strongest educators are those who remain curious throughout their careers.
They attend professional learning opportunities, consider research, experiment carefully, and reflect on student outcomes.
They do not assume that every new approach is better.
But they also do not assume that every existing approach is sufficient.
A teacher who acknowledges uncertainty demonstrates an important professional quality.
Students and schools change, and no educator can anticipate every challenge.
New teachers should seek colleagues who model continued growth.
Professional maturity is not knowing everything.
It is understanding that learning remains necessary.
3. The Teacher Who Shares Resources Without Demanding Loyalty
Effective collaboration often involves sharing materials, instructional strategies, and practical knowledge.
A colleague may provide a lesson template, recommend a useful assessment, or help a new teacher organize a unit.
The healthiest professional relationships do not turn these contributions into obligations.
A mentor should not expect permanent agreement or personal loyalty because they offered assistance.
They should be comfortable when a teacher adapts shared materials or chooses a different instructional approach.
This behavior reflects professional confidence.
The educator values helping others succeed more than receiving credit or maintaining influence.
For new teachers, these relationships create opportunities to learn without feeling indebted.
4. The Teacher Who Treats Students With Respect
One of the most important things a beginning teacher can observe is how experienced educators speak to and about students.
A teacher may demonstrate excellent organizational skills but consistently describe struggling students as lazy or incapable.
Another may maintain high expectations while recognizing that students have different needs and circumstances.
I would encourage new teachers to learn from the second educator.
Strong teachers can establish boundaries, maintain discipline, and communicate consequences without humiliating students.
They also recognize when academic difficulties require instruction, evaluation, or additional support rather than assumptions about motivation.
Respect does not mean avoiding accountability.
It means holding students accountable while maintaining their dignity.
These are habits worth developing early in a teaching career.
5. The Teacher Who Gives Honest Feedback Without Humiliating Others
New teachers need feedback.
They will make mistakes, encounter difficult situations, and sometimes select instructional strategies that do not produce the intended results.
A mentor who never identifies problems may not provide sufficient professional growth.
However, feedback should be constructive.
A strong colleague can identify a concern, explain why it matters, and discuss possible solutions without turning the interaction into a demonstration of superiority.
They are willing to have difficult conversations privately and respectfully.
They also recognize improvements rather than focusing exclusively on mistakes.
This approach helps newer teachers understand that professional feedback is part of development, not an attack on competence.
6. The Teacher Who Supports the Entire School Community
Some educators consistently look beyond their individual classrooms.
They help colleagues, communicate effectively with families, support school activities, and consider how decisions affect students across the institution.
They understand that education is a shared responsibility.
However, supporting a community does not require volunteering for every committee or sacrificing personal well-being.
Strong contributors also recognize healthy boundaries.
The most valuable colleagues demonstrate reliability, fairness, and a willingness to cooperate without treating every request as an obligation.
New teachers should learn from educators who contribute constructively while maintaining sustainable professional practices.
These teachers model both commitment and balance.
The Difference Between a Difficult Teacher and a Harmful Professional Influence
Not every colleague who makes you uncomfortable is someone you should avoid.
A teacher who challenges your lesson design may identify a genuine weakness.
An experienced educator who insists on following a safeguarding procedure may be fulfilling an important responsibility.
An instructional specialist who asks difficult questions about student progress may be providing appropriate professional support.
It is important to distinguish discomfort from harm.
A useful way to evaluate professional relationships is to consider patterns rather than isolated interactions.
Does the colleague provide evidence for their recommendations?
Do they respect established responsibilities?
Can they acknowledge mistakes?
Do they respond reasonably when someone disagrees?
Do they contribute to student learning and school improvement?
A person who consistently demonstrates these qualities may be worth learning from even when their feedback is challenging.
On the other hand, repeated intimidation, personal attacks, deliberate undermining, or misuse of confidential information should not be normalized as mentoring.
What Research Says About Effective Mentorship
The National Association of Elementary School Principals published guidance in January 2025 emphasizing professionalism, mentorship, and meaningful observation and feedback for preservice and beginning teachers.
The guidance highlights the value of mentors who demonstrate empathy, reliability, trust, and a willingness to listen.
It also recognizes that mentors can help newer teachers understand the culture of their institutions and navigate unfamiliar professional expectations.
A National Institute for Excellence in Teaching report examining mentoring programs in Louisiana and Texas similarly emphasizes the importance of matching beginning teachers with mentors whose grade-level or subject-area expertise is relevant.
The report also highlights the need for training, time, and institutional support.
These recommendations help explain why assigning a veteran teacher is not automatically enough.
A successful mentoring relationship requires more than seniority.
It requires appropriate expertise, communication skills, and a genuine interest in another educator's development.
Why School Culture Matters
Research discussed by the Harvard Graduate School of Education in June 2026 examined how the culture of teaching can help or hinder professional learning.
The work highlights how physical separation, limited shared time, and social boundaries between teacher groups can reduce opportunities for learning from colleagues.
These factors deserve attention because teachers often work independently for much of the school day.
Professional interaction may occur primarily during planning periods, meetings, or brief conversations.
If those opportunities are dominated by gossip, criticism, or informal competition, teachers may lose important chances to develop.
A school culture that supports constructive relationships can make professional learning more accessible.
New teachers benefit when collaboration is treated as a shared opportunity rather than a test of status or seniority.
How to Choose the Right Professional Mentor
Beginning teachers should not assume that the most experienced or influential employee is necessarily their best mentor.
Instead, consider what you need to learn.
If you struggle with classroom routines, seek a colleague who demonstrates consistent and respectful classroom management.
If you need help teaching a specific subject, find someone with strong content knowledge and evidence-informed instructional practice.
If you are learning school procedures, seek an employee who understands those requirements and communicates them accurately.
You may benefit from more than one professional influence.
One teacher may be excellent at instruction.
Another may be particularly helpful with communication or organization.
A third may understand student support systems and interdisciplinary collaboration.
Building a small network of trustworthy professionals can provide a broader perspective than relying exclusively on one mentor.
What New Teachers Should Do When They Encounter Difficult Colleagues
Professional boundaries do not require hostility.
You can maintain a respectful working relationship without adopting another person's attitudes or preferences.
For example, if a colleague repeatedly complains about administrators, you can acknowledge that workplace challenges exist without joining speculation about individual people.
If someone gives advice you do not need, you can thank them and explain that you already have an approach planned.
If a colleague insists on a practice that appears optional, you can ask whether it is a school requirement or a professional recommendation.
When an employee makes a statement that raises a genuine policy concern, consult the appropriate guidance rather than relying on assumptions.
If behavior involves harassment, discrimination, retaliation, student safety, or other serious issues, follow applicable reporting procedures.
The goal is to remain professional without allowing unhealthy behavior to shape your own practice.
Five Questions to Ask Before Following a Colleague's Advice
Before adopting professional advice, consider five questions.
1. Does this advice address an actual educational need?
A suggestion should ideally improve learning, classroom functioning, student support, or professional practice.
2. Is the recommendation supported by evidence or relevant experience?
A colleague's preference may be useful, but it is not automatically a requirement or best practice.
3. Does the advice comply with school policies and professional responsibilities?
An attractive instructional idea may still require approval or additional safeguards.
4. Does this colleague respect my ability to make decisions?
Effective guidance should improve your judgment rather than create unnecessary dependence.
5. Would following this advice make me a better educator?
The objective should be meaningful professional improvement, not merely securing a coworker's approval.
These questions can help new teachers remain open to learning without following every suggestion uncritically.
The Strongest Counterargument: Avoiding Colleagues Can Create Division
Schools depend on teamwork.
Teachers cannot simply refuse to collaborate with everyone whose attitudes or methods they dislike.
An experienced colleague may be difficult to communicate with but still possess important institutional knowledge.
A teacher who frequently questions new initiatives may be raising legitimate implementation concerns.
Someone who seems overly direct may be trying to communicate an urgent professional requirement.
New teachers should therefore avoid labeling people based on a few interactions.
They should also be willing to examine their own behavior.
Are they receptive to feedback?
Do they ask questions before drawing conclusions?
Can they distinguish legitimate expectations from personal preferences?
Do they respond respectfully when someone disagrees?
Professional maturity requires self-reflection as well as discernment about others.
The goal is not creating a workplace divided into good and bad teachers.
It is developing the judgment necessary to learn from colleagues while maintaining professional boundaries.
What School Administrators Should Do
New teachers should not carry the entire responsibility for navigating unhealthy workplace relationships.
Administrators play a significant role in establishing mentoring systems and professional expectations.
They should select mentors based on demonstrated instructional competence, communication, reliability, and willingness to support others.
They should also provide training and clarify responsibilities.
A mentoring assignment should not become informal supervision unless that authority has been expressly established.
New teachers should have opportunities to seek assistance when a mentoring relationship is ineffective.
School leaders should also avoid rewarding employees merely because they are influential or have worked at the institution for many years.
Professional leadership responsibilities should reflect relevant competence and the ability to support colleagues constructively.
A healthy school culture requires administrators to model the same fairness and respect they expect from teachers.
The Bigger Picture: Your Professional Identity Is Still Developing
Beginning teachers are learning how to manage classrooms, communicate with families, implement curriculum, evaluate student progress, and establish their own professional routines.
They are also discovering what kind of educators they want to become.
The people they learn from can influence this development.
A supportive colleague may teach the value of patience, consistency, and reflection.
An ineffective professional influence may normalize cynicism, disrespect, or unnecessary conflict.
However, teachers should not simply imitate their mentors.
They need to examine different approaches, consider evidence, learn from mistakes, and develop practices appropriate to their students.
Professional identity should emerge through thoughtful experience rather than unquestioned imitation.
The goal is not to become a copy of the most influential teacher in the building. It is to become an effective educator in your own right.
What Happens Next?
Schools should continue strengthening induction and mentorship programs while examining whether those programs provide meaningful professional support.
New teachers should seek relationships with colleagues who demonstrate constructive instructional practices, ethical judgment, and respect for others.
Administrators should monitor whether mentoring arrangements are productive and provide opportunities for adjustments when necessary.
Professional development should also encourage reciprocal learning between newer and experienced educators.
Schools benefit when institutional knowledge and new perspectives are shared thoughtfully.
A healthy professional culture should make it possible for every educator to keep learning, regardless of how many years they have taught.
Why This Matters
The early years of teaching can shape an educator's confidence, instructional habits, and willingness to remain in the profession.
New teachers need practical guidance, but they also need environments that support professional independence.
The wrong professional influences may contribute to unnecessary frustration, uncertainty, and disengagement.
The right colleagues can help educators understand difficult situations, develop useful strategies, and approach challenges more constructively.
This affects more than the teacher.
When educators collaborate effectively, they may be better positioned to respond to student needs and strengthen school communities.
Choosing positive professional influences is therefore not simply about workplace comfort.
It is part of becoming a capable and responsible educator.
Key Takeaways
New teachers should choose professional mentors based on behaviors and competence, not seniority alone.
Constant negativity, gossip, unsolicited control, and dismissive attitudes toward improvement are patterns worth approaching cautiously.
Difficult feedback is not automatically harmful, and professional boundaries should not become an excuse to reject accountability.
Effective mentors explain their reasoning, provide constructive feedback, share resources, and support independent judgment.
OECD research associates positive professional relationships and collaboration with favorable teacher outcomes.
Mentoring quality depends on expertise, communication, preparation, and institutional support.
New teachers can maintain professional relationships with difficult coworkers without adopting their attitudes or habits.
School administrators should establish clear mentoring roles and intervene when workplace behavior undermines professional support.
The goal is to become a reflective, ethical, student-centered teacher rather than imitate another educator without question.
Frequently Asked Questions
What types of teachers should new teachers avoid?
New teachers should be cautious around colleagues who repeatedly engage in harmful gossip, unnecessary micromanagement, disrespectful communication, or behavior that undermines professional trust. Evaluate patterns rather than labeling individuals after isolated incidents.
Should new teachers avoid negative colleagues completely?
Not necessarily. Professional responsibilities may require continued collaboration. The objective is to maintain appropriate boundaries and avoid adopting unhelpful habits.
Are experienced teachers always the best mentors?
No. Experience can provide valuable expertise, but effective mentoring also requires communication skills, trustworthiness, subject knowledge, and a willingness to support another teacher's development.
What makes a good teacher mentor?
Good mentors listen, offer useful feedback, explain instructional decisions, share relevant expertise, and help beginning teachers develop independent professional judgment.
How should I respond to unwanted advice from another teacher?
Acknowledge the suggestion respectfully and clarify whether it is optional or connected to a required expectation. You can consider advice without automatically adopting it.
Is it unprofessional to disagree with a veteran teacher?
No. Respectful professional disagreement can support improvement. Teachers should still follow legitimate policies, delegated instructions, and professional responsibilities.
What if my assigned mentor is not supportive?
Consider discussing specific concerns with the mentor first when appropriate. If the relationship remains unproductive, seek guidance from the person responsible for the school's induction or mentoring program.
Can newer teachers be good mentors?
Yes. Educators with fewer years of service may possess valuable expertise in particular subjects, technologies, or instructional practices. Mentoring quality should be evaluated according to relevant knowledge and professional behavior.
Final Thoughts
I believe one of the most important lessons for new teachers is learning that professional experience and professional character are not always the same thing.
A teacher may have decades of experience and still struggle with communication, collaboration, or openness to improvement.
Another teacher may have fewer years in the classroom but demonstrate remarkable patience, instructional knowledge, and commitment to students.
Both deserve to be evaluated fairly.
New teachers should respect experience, but they should not assume that every experienced colleague is someone they must imitate.
They should listen to advice while learning to distinguish useful guidance from personal preference.
They should participate in professional relationships without becoming consumed by school gossip or workplace politics.
And they should seek colleagues who challenge them to become better educators rather than simply expect agreement.
No teacher is perfect.
Every educator will experience difficult days, make mistakes, and occasionally provide advice that is not particularly helpful.
What matters is whether a person's consistent behavior reflects professionalism, integrity, and a willingness to grow.
Choose mentors who teach you how to think, not merely what to do. Learn from educators who want you to succeed, not those who need you to depend on them.
The people you choose to learn from may influence your entire teaching career.
Choose carefully, remain open-minded, and remember that the ultimate goal is not earning approval from other teachers.
It is becoming the kind of educator your students deserve.
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Why Some Leaders Confuse Fear With Respect — Discusses the difference between professional authority, intimidation, and healthy leadership.
https://newtoeducation.com/view-blog/why-some-leaders-confuse-fear-with-respect-6a7b83b23c35d
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Sources
OECD — Results from TALIS 2024: Professional Relationships in School Communities, October 2025. International evidence examining teacher collaboration, collegiality, well-being, and professional relationships.
OECD — Results from TALIS 2024: United States Country Note, October 2025. U.S.-specific teacher collaboration and professional development findings.
National Association of Elementary School Principals — Strategies for Supporting Preservice and First-Year Teachers, January 6, 2025. Guidance on effective mentoring, professional relationships, trust, and early-career support.
https://www.naesp.org/resource/strategies-for-supporting-preservice-and-first-year-teachers/
National Institute for Excellence in Teaching — Why New Teacher Mentoring Falls Short, and How to Fix It, Fall 2021. Analysis of mentoring approaches in Louisiana and Texas and recommendations concerning mentor preparation, subject expertise, and implementation.
Harvard Graduate School of Education — The Powerful Role School Culture Plays in Teacher Professional Development, June 1, 2026. Discussion of research on professional learning, teacher culture, and barriers to collaboration.
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