Trust and Teacher Participation in School-Based Financial Decision Making

Abstract

This study is guided by a theoretical framework based on the concepts of ‘order’ and ‘trust’ in the structure and processes of school-based financial decision making. The notion of ‘ordering’ in a financial context implies there are decisions(second order) that cannot be made until other decisions (first order) have been determined. 403 questionnaires were distributed among 141 government primary, secondary and special schools in New South Wales, Australia. The study investigated the hypothesis that the higher the level of teachers’ trust in their school’s financial decision makers and financial decision-making processes, the lower will be teachers’ desire to be involved in first-order financial decision making. Although the hypothesis was not supported, a number of significant issues emerged, suggesting that the role of ‘trust’ in school financial decision making may need to be reconceptualized.

Teachers’ perceptions of Incorporated Management Committees as a form of school-based management in Hong Kong

“…This high percentage implies that the teachers welcomed the idea and were eager to be represented by teacher mangers. This is in line with a survey in New South Wales, Australia, involving 141 government schools, which also found that teachers desired to participate in the decision-making process (Newcombe and McCormick 2001).…”

Participation in Decision Making and Affective Trust Among the Teaching Staff: A 2-Year Cross-Lagged Structural Equation Modeling During Implementation Reform

“…The literature indicates that participation in decision-making (PDM) and trust may be associated (e.g., Kumar & Saha, 2017; Newcombe & McCormick, 2001; Tschannen‐Moran, 2001), and both are considered to be essential elements during times of change (Da’as, 2014; 2019; Louis, 2006; Michaelis, Stegmaier, & Sonntag, 2009). Trust plays an important role in building cooperation and encouraging communication, which in turn assists in effective functioning and successful interaction among teachers (Arar, 2018; Cho & Poister, 2014; Ghamrawi, 2011; Hattie, 2012).…”

Financial Management Competence of Selected and Promoted School Heads: A Demographic Comparison

“…Why, how and when the money invested to achieve objectives is related to the management of finance in which the term 'finance' is considered as dealing with money (Newcombe, et al 2001). The branch of economics in which investment, allocation, management of resources related to money to achieve the financial goals is called financing (Costrell, et al 2008).…”