Journal of K-12 Educational Research 51 Summary of Findings and Interpretation of Results Participants’ interview responses revealed a profound connection between their reasons for remaining on the current campus and their extraordinary results with underserved students. Bright Spot teachers did not perceive their reasons for staying on the underserved campus as different from their positive deviant practices. The intertwining of themes contributed to an understanding of both phenomena explored in the current study. Bright Spot teachers perceived that their motivation to remain on the campus attuned to their practice to meet the needs of underserved students. Four major findings emerged from the current study: 1) access, 2) vulnerability, 3) disruptors, and 4) community. Figure 1 presents the interconnectedness of the four themes and each research question. Research Question 1 (RQ1) What are the perceptions of experienced and effective teachers about their reasons for staying in an underserved school? The first research question examined factors that motivated Bright Spot teachers to continue teaching on the current campus. Effective teachers can easily secure teaching positions on campuses with more affluent students, greater financial resources, higher student achievement, and greater support from parents and the community (Feng & Sass, 2015). In contrast, participants for the current study remain on a campus with a majority of students identified as at-risk, little parental support, and a history of low student attendance, graduation, and achievement. The first research question examined why Bright Spot teachers Summary of Findings and Interpretation of Results Participants’ interview responses revealed a profound connection between their reasons for r mainin on the current campus and their extraordinary results with underserved students. Bright Spot teachers did not perceive their reasons for staying on the underserved campus as different from their positive deviant practices. The intertwining of themes contributed to an understanding of both phenomena explored in the current study. Bright Spot teachers perceived that their motivation to remain on the campus attuned t their practice to meet the needs of underserved students. Four major findings emerged from the current study: 1) access, 2) vulnerability, 3) disruptors, and 4) community. Figure 1 presents the interconnectedness of the four themes and each research question. Figure 1 Interconnectedness of Major Findings and Research Questions Access Commitment to removing barriers to social, political, and wealth inequities Vulnerability Willingness to expose one's emotions or weaknesses Disruptors Willing to act as a catalyst for change Community Meaningful collegial and social systems and relationships (RQ1) What are the perceptions of experienced and effective teachers about their reasons for staying in an underserved school? (RQ2) (RQ2) What behaviors and practices do the most effective teachers perceive as positive deviant practices responsible for exceptional student results? Figure 1 Interconnectedness of Major Findings and Research Questions
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