Trust-Effectiveness Patterns in Schools

Autor/inn/en	Forsyth, Patrick B.; Barnes, Laura L. B.; Adams, Curt M.
Titel	Trust-Effectiveness Patterns in Schools
Quelle	In: Journal of Educational Administration, 44 (2006) 2, S.122-141 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578230610652024
Schlagwörter	Trust (Psychology); Parents; Correlation; Parent School Relationship; Teacher Effectiveness; Interpersonal Relationship; Teacher Administrator Relationship; Academic Achievement; Predictor Variables; Teacher Influence; School Culture + Suchen Sie Ihr Suchwort? Eltern; Korrelation; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulleistung; Prädiktor; Schulkultur; Schulleben
Abstract	Purpose: To investigate the consequences of relational trust, especially parent measured trust, for desirable school outcomes. Design/methodology/approach: Using a US Midwestern state sample of 79 schools, parent and teacher trust data are used to derive a trust-effectiveness typology. Trust was conceptualized as one party's willingness to be vulnerable to another party based on the confidence that the latter party is benevolent, reliable, competent, honest, and open. Findings: Findings derived from the extraction of canonical correlation variates support the prediction that a complex and extensive trust environment is predictive of internal school conditions and consequences, even after accounting for socioeconomic status of the school community. Four theoretical trust-effectiveness patterns emerge from the interpretation. Research limitations/implications: The research design was planned as a school level study. Perceptual data collected at the individual level were intended for aggregation thus, nested analyses were not possible. Other evidence is offered for justification of aggregations. Practical implications: Researchers and school leaders need to consider a broad trust environment as having relevance for predicting and enacting school success, not just those trust levels that can be measured as teacher perceptions. Originality/value: Previous school trust research, when it has considered parent trust, measured it as a teacher perception. This study measures parent trust directly and hence more credibly. The empirically derived trust-effectiveness school types introduce the possibility that "high teacher trust" can sometimes be part of a menacing school pattern. (Contains 5 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10