Principals, Trust, and Cultivating Vibrant Schools

Tschannen‐Moran, Megan; Gareis, Christopher R.

doi:10.3390/soc5020256

Cited by 85 publications

(58 citation statements)

References 73 publications

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“…Therefore, principals should foster collective vision, model for desired and appropriate behaviors, coach faculty to empower their skills, manage organizational resources fairly and skillfully, and mediate conflicts that may emerge in the complex work of schooling (Tschannen-Moran, 2004aTschannen-Moran & Gareis, 2015). In order to conduct these roles, they should be experienced in school administration and reassuring.…”

Section: Discussionmentioning

confidence: 99%

Trust in School Principals: Teachers’ Opinions

Balyer¹

2017

JEL

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Trust is considered as one of the essential elements at schools. Although it is important, there is relatively little research on trust in educational settings. Research indicate that trust across school affects much of a school's functioning and it is a critical resource as principals embark on improvement plans. In this regard, it is a matter of question whether teachers trust in their principals as school leaders, in their administrative implementations and in their principals' personalities. Therefore, this qualitative study purposed to discover teachers' opinions on their trust in their school principals. Results reveal that teachers of this sample do not trust in their principals in all sub-themes in general. It can be concluded that there is a lack of trust in their principals in all sub-themes among teachers at schools. It is recommended that principals should be chosen and appointed to their posts with a more careful way.

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Section: Discussionmentioning

confidence: 99%

Trust in School Principals: Teachers’ Opinions

Balyer¹

2017

JEL

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“…Faculty trust in colleagues, the principal, students, and parents has been linked to school effectiveness [9,[14][15][16], positive school climate [17,18] and improved student achievement [8]; these associations remain significant even when socioeconomic status and other student demographic factors (prior achievement, school SES, race, and gender) are accounted for [14]. In addition, the significant correlations between student learning and academic press, teacher collective efficacy, and teacher professionalism point to the important role of trust in explaining how leadership influences student learning [18].…”

Section: Teacher Trust In Othersmentioning

confidence: 99%

“…In addition, the significant correlations between student learning and academic press, teacher collective efficacy, and teacher professionalism point to the important role of trust in explaining how leadership influences student learning [18].…”

Section: Teacher Trust In Othersmentioning

confidence: 99%

Leadership Effects on Student Learning Mediated by Teacher Emotions

Sun¹,

Leithwood²

2017

How School Leaders Contribute to Student Success

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School leaders' influence on student achievement is largely indirect. Using systematic review techniques, this paper assesses the impact that leaders have on their students when they focus their improvement efforts on those teacher emotions or dispositions known to have direct effects on teaching and learning in the classroom. Building on an earlier conceptions of how leadership influences student learning and based on a review of research over the last 25 years, this study identifies four distinct teacher emotions which have significant effects on student learning-collective teacher efficacy, teacher commitment, teacher trust in others, and Organizational Citizenship Behavior. This review also describes leadership practices likely to foster productive teacher emotions, most such practices reflecting a transformational approach to leadership.

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“…When a leader aspires to empower followers, as did Ms. Kupono, a principled awareness and commitment between leaders and followers, all based on honesty, must be established (Ciulla, 2014). Authentic leaders like Ms. Kupono act with integrity, match their actions to their words, follow through on commitments, and take responsibility for their actions (Tschannen-Moran & Gareis, 2015). The work of schooling requires a multitude of interactions among the principal, faculty, students, and families, during which the various constituents are constantly judging each other’s intentions (Bryk & Schneider, 2003).…”

Section: Trustmentioning

confidence: 99%