Trust‐effectiveness patterns in schools

Forsyth, Patrick; Barnes, Laura L.; Adams, Curt M.

doi:10.1108/09578230610652024

Cited by 68 publications

(41 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Relational trust is the extent to which there is synchrony with respect to each group's understanding of its own and the other group's expectations and obligations (Forsyth, Barnes, & Adams, ).…”

Section: Definitionsmentioning

confidence: 99%

The Impact of Principal as Authentic Leader on Teacher Trust in the K‐12 Educational Context

Fox

Gong

Attoh

2015

J of Leadership Studies

View full text Add to dashboard Cite

K‐12 principals exhibiting authentic leadership and the benefits derived from teacher trust in the principal beg for attention in today's educational milieu. Authentic leadership scholars proposed a major conceptual framework, which linked authentic leadership to follower's attitudes and behaviors. The framework purported that authentic leadership leads to trust, yet is mediated through personal and organizational identification. The current study empirically tested these relationships within the context of principals and teachers in the K‐12 setting. The context is ideal because principals are increasingly called upon to create open, collaborative, and positive learning communities. Nineteen public and private schools in the state of Maryland participated in the study, with 398 teachers (77% response rate) responding. The results support a framework of principals exhibiting authentic leadership where personal identification is a mediator in the causal pathway from authentic leadership to teacher trust. The results do not substantiate the framework regarding organizational identification being a mediator in the same causal pathway. Educational leaders can view the study as prescriptive, thereby building overall trust in the often strained asymmetrical relationship between administrators and teachers.

show abstract

Section: Definitionsmentioning

confidence: 99%

The Impact of Principal as Authentic Leader on Teacher Trust in the K‐12 Educational Context

Fox

Gong

Attoh

2015

J of Leadership Studies

View full text Add to dashboard Cite

show abstract

“…To make a PLC truly effective, teamwork and collaboration between school leaders and teachers are needed. The element of trust that exists in school collaborative culture will significantly influence PLC's effectiveness and leads to increase in students' academic achievement (Bryk & Schneider, 2002;Forsyth, Barnes, & Adams, 2006). For Wilson (2016), PLC is a platform to nourish teachers' professional development and students' academic achievement.…”

Section: Introductionmentioning

confidence: 99%

Professional Learning Community in Malaysia

Hassan¹,

Ahmad²,

Boon³

2018

IJET

View full text Add to dashboard Cite

The professional learning community (PLC) is a platform for teachers to share their opinions and experiences especially with respect to the quality of teaching and learning processes (PdP). This partnership gives teachers more added value because they have the opportunity to improve their self-esteem and to keep in pace with the developments in the education world. This concept paper will discuss a number of issues related to PLCs such as PLC's background and development, PLC definitions, the development of PLC concept, PLC models and the issues and challenges that exist in implementing PLC. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After examining all matters related to PLC, it can be concluded that PLC is a form of partnership that every school teacher needs to practice either in the context of education in Malaysia or anywhere in order to drive excellence in a school. With a lot of challenges nowadays regarding the implementation of PLC, this issue needs to be addressed so that the quality of teachers can be enhanced and will further influence the students' academic achievement.

show abstract

“…In contrast, the low level trust leads to some negative consequences such as an increasing in the burnout level of the teachers l and a reduction in the overall student success and parent cooperation (Louis, 2007). In this respect , trust constitutes the base of school effectiveness (Forsyth, Barnes and Adams, 2006).…”

Section: Extended Abstract Introductionmentioning

confidence: 99%

Okul Müdürlerinin Öğretmenlere Güvenini Belirleme Ölçeği- Öğretmen Formu’nun Geçerlik ve Güvenirlik Çalışması

Canli¹,

Demirtaş²,

Özer³

2017

İnönü Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

The purpose of this study is to develop a valid and reliable scale that identifies school principles 'trust in teachers based on the perceptions of teachers. The study was conducted on three separate study groups for the purposes of performing the exploratory factor analysis, confirmatory factor analysis and test-retest correlation of the scale. The study group for the exploratory factor analysis consisted of 264 teachers, while the confirmatory factor analysis consisted of 242 teachers and the study group for test-retest correlation consisted of 28 teachers. As part of the validity studies, a content and structural validity assessments were performed. In order to ensure content validity, interviews were held with school principals and teachers; the literature was reviewed and the statements included in the assessment tool were submitted for the opinion of experts and teachers. Exploratory and confirmatory factor analyses were performed for ensuring structural validity. As part of the reliability studies, Cronbach Alpha reliability and item-total correlations were used for ensuring internal consistency, while the test-retest correlation for ensuring internal consistency over time. It was established that the scale had a four factor structure consisting of a total of 18 items. The values obtained from confirmatory factor analysis suggested that the model-data congruence was at an acceptable level for the scale. As a result of the analyses conducted as part of the scale reliability studies, the Cronbach Alpha internal consistency coefficient was calculated as ".916 " for the competence dimension, as ".861 "for the trustworthiness dimension, as ".793 " for the openness dimension and as ".755 "for the helpfulness dimension. The testretest reliability (Pearson correlation) coefficient of the scale was calculated as ".870 " for the competence dimension, as ".848 "for the trustworthiness dimension, as ".918 " for the openness dimension and as ".806 "for the helpfulness dimension. The findings obtained as a result of the validity and reliability studies suggest that the scale developed can be used as a valid and reliable assessment tool in evaluating school principals 'trust in teachers based on teachers 'perceptions.

show abstract

Trust‐effectiveness patterns in schools

Cited by 68 publications

References 17 publications

The Impact of Principal as Authentic Leader on Teacher Trust in the K‐12 Educational Context

The Impact of Principal as Authentic Leader on Teacher Trust in the K‐12 Educational Context

Professional Learning Community in Malaysia

Okul Müdürlerinin Öğretmenlere Güvenini Belirleme Ölçeği- Öğretmen Formu’nun Geçerlik ve Güvenirlik Çalışması

Contact Info

Product

Resources

About