Conflict or Congruence? The Intersection of Faculty, Parent, and Student Trust in the Principal

Autor/inn/en	Fuller, Edward J.; Richards, Meredith; Cohen, Rebecca
Titel	Conflict or Congruence? The Intersection of Faculty, Parent, and Student Trust in the Principal
Quelle	In: Journal of School Public Relations, 29 (2008) 2, S.112-142 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Ethnicity; Trust (Psychology); Principals; Parents; Teachers; Students; Teacher Administrator Relationship; Administrator Responsibility; Racial Differences; Gender Differences; Power Structure; Administrator Role; Parent Attitudes; Parent School Relationship; Conflict; Interpersonal Relationship; Social Class; Multicultural Education; Student Diversity; Track System (Education) + Suchen Sie Ihr Suchwort? Ethnizität; Principal; Schulleiter; Eltern; Lehrer; Lehrerin; Lehrende; Student; Schüler; Schülerin; Studentin; Rassenunterschied; Geschlechterkonflikt; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Konflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social classes; Soziale Klasse; Multikulturelle Erziehung; Leistungsgruppe; Leistungsdifferenzierung
Abstract	A growing body of research has examined trust and trusting relationships between and among various members of the school community. This research includes teacher trust in the principal, parent trust in the principal, and student trust in the principal. In this article, we review the existing literature in these three areas and then identify how the literature in each has failed to fully explore how differences in power, race/ethnicity, and gender affect the principal's ability to engender a sense of trust in each constituency. Furthermore, we contend that to completely understand the role of the principal, researchers should examine how principals must attempt to concomitantly effect a sense of trust in all three constituent groups and the various subgroups configured by gender and race/ethnicity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10