Building a climate of faculty trust in students through principal support of student psychological needs

Adams, Curt M.; Adigun, Olajumoke Beulah

doi:10.1108/jea-08-2020-0188

Cited by 3 publications

(1 citation statement)

References 58 publications

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“…The conceptual facets of trust-that is, categorical perceptions of another's benevolence, reliability, competence, honesty, and openness-are consistent with the underlying conceptual foundations of organizational justice-equity, equality, voice, fairness, dignity, and consistency (Hoy & Tarter, 2004). In the past 35 years, scholars have examined the affective, behavioral, and cognitive mechanisms that generate trust in schools, the schoollevel consequences of trust, and the different trustee groups such as teacher trust in their principal, in students, parents, district administration, and colleagues, as well as parent trust in schools (Adams, 2014;Adams & Adigun, 2021;2007;. There are two sets of norms to be cognizant of here.…”

Section: Trust In Schoolsmentioning

confidence: 99%

The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis

Sun,

Zhang,

Forsyth

2023

Educational Administration Quarterly

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Purpose: The purposes of this study were to (1) meta-analyze the effects of teacher trust, and of each trust dimension on student learning in aggregate and in each of the six learning subjects; (2) meta-analyze the effect of school leadership, of each leadership domain, and of different leadership styles on teacher trust; and (3) examine whether school level, subjects, trust dimensions, and leadership styles moderate these abovementioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 83 studies and examine the multiple relationships between school leadership, teacher trust, and student learning mentioned above. Heterogeneity analysis was conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: The study shows that teacher trust had a moderate effect on student learning. School leadership had a large effect on teacher trust. Teacher trust in students and parents contributed to student learning more than the other dimensions of trust. All five domains of school leadership were related to teacher trust, with the effect sizes being large or moderate. Supportive, collegial types of school leadership had the largest effect on the teachers’ trust. Implications for Research and Practice: To improve student learning, school leaders need to enlist all effective practices in order to build trust in schools and pay equal attention to improving teachers’ trust as they do other efforts to improve instructional programs and teaching practices. More efforts are needed from principals to help build teachers’ trust in parents and students.

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Section: Trust In Schoolsmentioning

confidence: 99%

The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis

Sun,

Zhang,

Forsyth

2023

Educational Administration Quarterly

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Student trust in school peers: a relational condition for optimal school functioning

Adams

Adigun

Fiegener

2022

JEA

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PurposeThe purpose of this study was to establish a line of inquiry into student trust in school peers by: (1) developing a valid and reliable measure and (2) investigating the potential influence of student trust in school peers on optimal school functioning.Design/methodology/approachA non-experimental, survey research design was used. Ex-post facto data were collected in the spring of 2017 and spring of 2019 from a random sample of students in either the 5th, 7th, 9th or 11th grades in 79 schools located in a southwestern city in the US. Two types of analyses were performed. First, structural and convergent validity of the items measuring student trust in school peers were tested with a confirmatory factor analysis, and correlations with bullying and safety. The second analysis tested a hypothesized model with a full structural equation model using robust maximum likelihood estimation.FindingsConfirmatory factor analysis results report that items used to measure student trust in school peers share common variance with the latent trust factor. Both the 10-item and five-item measures had good model fit and parameter estimates. Additionally, the five-item measure had strong relationships with bullying and safety. As specified in the hypothesized model, student trust in peers had a strong, positive relationship with identification with school and positive, yet not as strong, of a relationship with academic grit. These relationships existed when accounting for student perceived teacher support.Originality/valueThis study extends trust research to students' relational connections by conceptualizing student trust in school peers as a cognitive belief, constructing a valid measure and finding a relationship between student–peer trust and elements optimal school functioning.

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Practices, behaviours and actions of highly trusted primary school principals in Cyprus: An in-depth examination

Keravnos,

Symeou

2024

Educational Management Administration & Leadership

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Faculty trust in educational leadership is a linchpin of schools’ functionality and efficacy. Teachers’ trust in their school leaders can significantly influence the work environment, teacher retention and student achievement. Our study, which employed a comprehensive mixed-methods approach, including 1320 questionnaires and interviews with 40 teachers and 5 principals, has identified eight practices, behaviours and actions (Fairness, Respect, Consistency-Reliability, Trusting the Teachers, Setting the Example, Competence – Organisation, Confidentiality, Open Door – Support) that foster robust trust in school leaders. These findings are not just insights but practical suggestions that school principals can implement to enhance faculty trust. By applying these insights, school principals can create a more trusting environment, improving teacher retention and student achievement. Furthermore, policymakers can use these insights to develop training initiatives that promote the growth of trustworthy educational leaders locally and internationally.

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Building a climate of faculty trust in students through principal support of student psychological needs

Cited by 3 publications

References 58 publications

The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis

The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis

Student trust in school peers: a relational condition for optimal school functioning

Practices, behaviours and actions of highly trusted primary school principals in Cyprus: An in-depth examination

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