system tries to define criteria for a successful teacher in order to legitimize its dominant values. Thus, by defining these criteria, the educational system tries to transform the teacher into a subject in line with institutional expectations. However, this subjectification has always been met with resistance, which can be used to reveal how this subjectification is met with resistance and a different subject is created. The present study aimed to present a counter-narrative of the successful teacher; a counter-narrative that does not seek institutional approval but rather challenges the dominant narrative. Using the snowball sampling method, 8 counter-narrative teachers from Kashan were selected.The data collection tool was narrative interview and the analysis tool was narrative analysis. The findings of the study showed that for these teachers, success is not about winning awards but about having moral integrity, consciously resisting the educational structure, and having a lasting impact. To counter the system's definition of a successful teacher, these teachers gave themselves a heroic identity and considered the structure of the educational system as their anti-hero.Similarly, the high points of the narrative were where teachers were able to create their own values ​​and pursue them in the classroom, and the low points were where the structure of the educational system dominated them and took away their freedom of action. Finally, this article provides a theoretical explanation of why teachers create a heroic identity in their confrontation with the structure of the educational system and experience such highs and lows.Finally, this article provides a theoretical explanation of why teachers create a heroic identity in their confrontation with the structure of the educational system and experience such highs and lows.Finally, this article provides a theoretical explanation of why teachers create a heroic identity in their confrontation with the structure of the educational system and experience such highs and lows.