In the literature, there are a number of studies that focus on teacher commitment, but they do not address what is possibly the most challenging test: commitment to struggling students in high poverty urban high schools. Using a case study format, this study focuses on 14 teachers who have a reputation for being committed to and successful with struggling urban high school students. Through repeated interviews and observations, the study focuses on how teachers characterize the nature of their work as well as the factors that sustain and erode teacher commitment.

The findings of this study indicate that what is unique to working with struggling students is a pervasive tension between teacher and students in the classroom caused by academic demand (on the part of the teacher) and anxiety related to meeting the demand (on the part of students). In many cases, the anxiety leads to resistance to learn.

Committed teachers conveyed four types of responses to this tension. Psychologically, teachers accepted this tension as a normal part of their work and maintained their high expectations despite student resistance. Philosophical responses expressed by teachers fell into two major categories, the first reflecting broad political commitments to social justice and the other reflecting an expanded conception of the teacher's role to encompass intensive academic support, counseling, and other roles. Instructionally, teachers constantly adapted their instruction and prioritized student engagement. In addition, they supported students outside of the classroom, worked with colleagues, and many served as teacher leaders in the larger school.

The major sources of support included positive student outcomes, organizational supports such as like-minded colleagues and strong leaders, as well as personal supports. Sources of discouragement included negative student responses, difficult workplace conditions such as large class size, and conflicting personal/out of school priorities. In addition, teachers identified a fourth discouragement: systemic roadblocks that impede success such as unsolved societal ills. The substantial influence of organizational/workplace factors on issues of teacher commitment to struggling students point to important implications for leadership preparation and practice as well as policy.