Faculty Trust in the Principal: An Essential Ingredient in High-Performing Schools

Autor/inn/en	Tschannen-Moran, Megan; Gareis, Christopher R.
Titel	Faculty Trust in the Principal: An Essential Ingredient in High-Performing Schools
Quelle	In: Journal of Educational Administration, 53 (2015) 1, S.66-92 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-02-2014-0024
Schlagwörter	Trust (Psychology); Principals; Faculty; Administrator Behavior; Educational Environment; Academic Achievement; School Effectiveness; Elementary Schools; Middle Schools; High Schools; Correlation; Regression (Statistics); Collegiality; Instructional Leadership + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Academic Staff; Lehrkörper; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Schuleffizienz; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Korrelation; Regression; Regressionsanalyse; Kollegialität; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	Purpose: The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach: Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n = 3,215 teachers), allowing for correlational and regression analyses of the variables. Findings: The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement. Research limitations/implications: Limitations of the study include the use of a single form to collect participants' responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample. Practical implications: The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs. Originality/value: Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01