Reignite the Flames: Defining Educator Engagement and Disengagement

Updated: Oct 25, 2021

Listen to the Make Learning Magical Podcast by Tisha Richmond discussing this topic here.


As I gear up to complete the follow-up book to The Fire Within: Lessons from defeat that have ignited a passion for learning, I’ve had to take a better look at my the definition of teacher engagement that I had developed for Divergent EDU. Even though The Fire Within addresses educator mental health, it’s also addressed in Divergent EDU because of the link to educator engagement/disengagement and climate and culture, which is one of the indicators in the base foundational level in the Hierarchy of Needs for Innovation and Divergent Thinking:

In Divergent EDU, I defined educator disengagement as an educator who has forgotten the why behind why they began teaching to begin with. That definition always felt like it was lacked any connection to the true essence and weight of educator disengagement. In order to really write Reignite the Flames, the follow-up to The Fire Within, I needed to spend a significant amount of time researching a definition that I felt really encompassed both educator disengagement and engagement. I also felt like I had written about the continuum of engagement, but never really defined what that looked like.


I didn’t think it would be that difficult to find a definition but everything I found was either lacking specificity (like my original definition) or didn’t address educators and our unique situation and relationships with our professions. Therefore, when I began to develop my definition, I decided to use the psychological definition of emotional engagement/disengagement and apply it to education, much like I did when I developed my definition of divergent teaching. The definitions that I’ve used to guide Reignite the Flames are as follows:

Educator engagement is intentionally seeking purpose and understanding our impact, living within that purpose, and creating opportunities for both ourselves and others to be happier, healthier, and more positively, emotionally engaged people in order to best serve those around us. Mandy Froehlich (2019)
Educator disengagement is the unintentional detaching of oneself from the emotional connection to the why behind education and teaching due to negative factors and/or circumstances that feel out of one’s control. This results in an otherwise uncharacteristically negative view of their efficacy, jobs, and potentially their personal selves. Mandy Froehlich (2019)

After I dialed in on the engagement definitions, I also needed to clearly define the Continuum of Educator Engagement, which is being represented like this: