Abstract Deviant behaviour among lecturers in teacher education universities poses a significant threat to the integrity and effectiveness of these institutions, which are responsible for shaping the ethical and professional development of future educators. This study employed a qualitative, descriptive phenomenological approach to explore the perceptions and experiences of Heads of Departments (HoDs) regarding lecturer deviance. Semi-structured interviews were conducted with 12 HoDs at a teacher education university in Iran, and thematic analysis was used to analyse the data. The findings revealed a complex interplay of factors promoting and inhibiting deviant behaviours across administrative, educational, and pedagogical domains. This study contributes to the existing literature by identifying specific themes of developmental and inhibitive behaviours, offering a nuanced understanding of the multifaceted nature of lecturer deviance, and proposing strategies for fostering a more ethical and effective academic environment within TEUs.
