A Qualitative Examination of Teachers' Trust in the Principal

Autor/in	Nwandiko, Chidi M.
Titel	A Qualitative Examination of Teachers' Trust in the Principal
Quelle	(2017), (140 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-9614-8
Schlagwörter	Hochschulschrift; Dissertation; Teacher Administrator Relationship; Principals; Trust (Psychology); Qualitative Research; Case Studies; Interaction; Semi Structured Interviews; Teacher Attitudes; Administrator Attitudes; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Qualitative Forschung; Case study; Fallstudie; Case Study; Interaktion; Lehrerverhalten; Kalifornien
Abstract	Although principals must create high levels of teachers' trust to improve school culture, enhance teacher effectiveness, and promote a productive professional learning community, they often lack the communication competence and the quality of interaction necessary to create high levels of teachers' trust. The result is an insidious, dysfunctional and toxic school climate with low teacher morale, low teacher job satisfaction, and poor students' academic outcome. Improving students' academic outcome starts with enhancing teachers' trust in the principal. Many researchers examined teachers' trust in the principal using quantitative methodology and from the perspectives of teachers' alone. Fewer researchers examined teachers' trust in the principal using qualitative methodology. Fewer researchers examined teachers' trust in the principal from the perspectives of both teachers and principals. There is a gap for a qualitative, detailed and holistic examination of teachers' trust in the principal from the perspectives of both principals and teachers. The purpose of this qualitative, single case study was to examine teachers' trust in the principal to understand the types of communication and the quality of interaction necessary to create high levels of teachers' trust in the principal. The qualitative data was collected through open-ended, semi-structured interviews of 10 teachers and 2 principals from 2 high schools in El Monte Union High School District (EMUHSD). The teachers' and principals' experiences, views, perspectives, and insights were recorded and analyzed to help describe the types of communication and the quality of interaction necessary to create high levels of teachers' trust in the principal. Creating high levels of teachers' trust in the principal may be important for principals, school district leaders, and principal training institutions who need to improve teacher and school effectiveness as well as improved student outcomes. Future research should focus on a larger sample of teachers and principals across elementary, middle, and high schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01