“…This finding has implications for how school leaders can support novice teachers to develop critical hope so that they continue to feel efficacious when their ideology or values are challenged. Teachers are not the only educators subjected to policy; as participants in Ball and Olmedo’s (2013: 88) study stated, “the neoliberal or marketized environment has certainly created a new sort of principal.” As a result, novice teachers are likely to adopt identities and practices that “the professional culture (and public discourse) so strongly promotes” (Burns, 2016: 398). Furthermore, the “performative discourses and expectations” (Anderson, Young, Blanch, and Smith, 2015: 41) that rigid leadership in high-poverty settings (Daly, 2009) tends to emphasize, is “at odds with enjoyment, engagement and learning” (Anderson, Young, Blanch, and Smith, 2015: 41), which severely limits teachers’ capacity to adopt the pedagogical elements of critical hope .…”