Principal Practices That Build and Sustain Trust: Recommendations from Teachers in a High-Trust School

Autor/inn/en	Bukko, Debra; Liu, Kimy; Johnson, Anthony H.
Titel	Principal Practices That Build and Sustain Trust: Recommendations from Teachers in a High-Trust School
Quelle	In: Planning and Changing, 50 (2021) 1-2, S.58-74 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Principals; Trust (Psychology); Leadership Effectiveness; Teacher Administrator Relationship; Teacher Attitudes; Elementary School Teachers; Social Capital; Self Efficacy; Teacher Persistence; Organizational Climate; Public Schools; California + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führungseffizienz; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sozialkapital; Self-efficacy; Selbstwirksamkeit; Organisationsklima; Public school; Öffentliche Schule; Kalifornien
Abstract	Understanding how principals build and support trust can inform school leaders' practice and efforts to retain teachers in the profession. The purpose of this study was to understand teachers' perceptions of principals' trust-building actions and dispositions. A qualitative case study was designed to understand trust as a multifaceted social phenomenon. Identified from a larger sample in a statewide study, the site was selected based on three criteria: high trust in the principal as evidenced by the Omnibus Trust Scale, the number of years the principal has been the school leader, and faculty stability over a five year period. Evidence was provided through semi-structured interviews with 14 teachers and a focus group research activity with 26 faculty. Thematic coding and data analysis was guided by the Five Facets of Trust, Social Capital Theory and Bandura's Self-Efficacy Influences. Teacher participants created five recommendations for principal actions that build and sustain trust. Findings suggest principals can create and support a high trust environment through specific actions which demonstrate benevolence, openness, honesty, reliability, and competence. (As Provided).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01