Building a Climate of Faculty Trust in Students through Principal Support of Student Psychological Needs

Autor/inn/en	Adams, Curt; Adigun, Olajumoke Beulah
Titel	Building a Climate of Faculty Trust in Students through Principal Support of Student Psychological Needs
Quelle	In: Journal of Educational Administration, 59 (2021) 5, S.598-614 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adams, Curt) ORCID (Adigun, Olajumoke Beulah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-08-2020-0188
Schlagwörter	Organizational Climate; Teacher Student Relationship; Teacher Administrator Relationship; Psychological Needs; Trust (Psychology); Principals; Student Needs; Cognitive Processes; Interpersonal Communication; Correlation; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Organisationsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Principal; Schulleiter; Cognitive process; Kognitiver Prozess; Interpersonale Kommunikation; Korrelation
Abstract	Purpose: This study was designed to test the relationship between principal support of student psychological needs and faculty trust in students. Without direct empirical evidence to draw from, the line of reasoning integrated evidence on social-cognitive processes involved in trust formation and conversation theory to advance two hypotheses: (1) After accounting for school and leadership conditions, principal support of student psychological needs will be related to school differences in faculty trust in students; (2) The relationship between principal support of student psychological needs and faculty trust in students is mediated by a positive view of the teaching task. Design/methodology/approach: Hypotheses were tested with a nonexperimental, correlational research design using ex post facto data. Due to the hierarchical structure of the data, hypotheses were tested with a 2-2-1 multilevel mediation model in HLM 7.03 with restricted maximum likelihood estimation. Findings: Findings were consistent with the hypothesized relationships--principal support of student psychological needs was related to faculty trust in students and this relationship was mediated by teacher perceptions of the teaching task. Originality/value: School research has primarily examined interpersonal antecedents of trust, focusing on behaviors and characteristics that position a person or group as trustworthy. This study extends trust research to the cognitive side of the formation process, calling attention to the function of mental representation in shaping trust discernments. Results suggest that cognitive processes hold promise as both a source of faculty trust in students and as a malleable mental structure that school leaders can shape through conversation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01