Trust in schools: a conceptual and empirical analysis

The conceptual foundations of trust as a multi-dimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools. An empirical analysis of faculty trust in colleagues and trust in the principal demonstrates that faculty trust is an important aspect of the...

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Published inJournal of educational administration Vol. 36; no. 4; pp. 334 - 352
Main Authors Tschannen-Moran, Megan, Hoy, Wayne
Format Journal Article
LanguageEnglish
Published Armidale MCB UP Ltd 01.10.1998
Emerald Group Publishing Limited
Subjects
Attitude Measures
Behavior
Behavioral Science Research
Behavioral Sciences
Beliefs
Collegiality
Credibility
Definitions
Educational administration
Educational Environment
Gossip
Health
Individual behaviour
Information Dissemination
Intermediate Grades
Junior High Schools
Laboratory Experiments
Middle Schools
Open management
Organisational culture
Organizational Climate
Professional relationships
School administration
School effectiveness
Schools
Social Environment
Social Networks
Society
Studies
Teacher Attitudes
Teacher Behavior
Teachers
Trust
Trust (Psychology)
Trust in colleagues
Trust in the school principal
United States (Northeast)
Values
Open management
Individual behaviour
Health
Schools
Trust
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Abstract The conceptual foundations of trust as a multi-dimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools. An empirical analysis of faculty trust in colleagues and trust in the principal demonstrates that faculty trust is an important aspect of the openness and health of school climate. It is related to the authenticity of both the principal's and the teachers' behavior; however, elements of climate and behavior that predict trust in the principal are different from those that predict trust in colleagues. Finally, a research agenda for the study of trust in schools is sketched.
AbstractList Our empirical results demonstrate that trust is related to a climate of openness, collegiality, professionalism, and authenticity. Although open and authentic principal behavior creates trust in the principal, it does not seem to influence the trust that teachers have for each other. For the most part, teacher trust is closely linked with how individual teachers of a school treat each other. In brief, faculty behavior produces faculty trust in colleagues and principal behavior produces trust in the principal. A literature of organizational trust is beginning to emerge. What is needed is a concerted research effort to study trust in schools, a topic that has been neglected far too long. Our analysis began with an examination of the conceptual foundations of trust, then demonstrated the critical and complex nature of faculty trust in schools with an empirical analysis of faculty trust in principals (a vertical relationship) and faculty trust in colleagues (a horizontal relationship).
The conceptual foundations of trust as a multi‐dimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools. An empirical analysis of faculty trust in colleagues and trust in the principal demonstrates that faculty trust is an important aspect of the openness and health of school climate. It is related to the authenticity of both the principal’s and the teachers’ behavior; however, elements of climate and behavior that predict trust in the principal are different from those that predict trust in colleagues. Finally, a research agenda for the study of trust in schools is sketched.
Reviews the conceptual foundations of trust as a multidimensional construct, highlighting trust-related issues in schools. An empirical analysis involving 2741 middle-school teachers demonstrates that faculty trust is an important aspect of an open, healthy school climate. Elements of climate and behavior predicting trust in the principal differ from those predicting trust in colleagues. (56 references) (MLH)
The conceptual foundations of trust as a multidimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools. An empirical analysis of faculty trust in colleagues and trust in the principal demonstrates that faculty trust is an important aspect of the openness and health of school climate. It is related to the authenticity of both the principals and the teachers behavior however, elements of climate and behavior that predict trust in the principal are different from those that predict trust in colleagues. Finally, a research agenda for the study of trust in schools is sketched.
Author Tschannen-Moran, Megan
Hoy, Wayne
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Snippet The conceptual foundations of trust as a multi-dimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools....
The conceptual foundations of trust as a multidimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools....
Reviews the conceptual foundations of trust as a multidimensional construct, highlighting trust-related issues in schools. An empirical analysis involving 2741...
The conceptual foundations of trust as a multi‐dimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools....
Our empirical results demonstrate that trust is related to a climate of openness, collegiality, professionalism, and authenticity. Although open and authentic...
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StartPage 334
SubjectTerms Attitude Measures
Behavior
Behavioral Science Research
Behavioral Sciences
Beliefs
Collegiality
Credibility
Definitions
Educational administration
Educational Environment
Gossip
Health
Individual behaviour
Information Dissemination
Intermediate Grades
Junior High Schools
Laboratory Experiments
Middle Schools
Open management
Organisational culture
Organizational Climate
Professional relationships
School administration
School effectiveness
Schools
Social Environment
Social Networks
Society
Studies
Teacher Attitudes
Teacher Behavior
Teachers
Trust
Trust (Psychology)
Trust in colleagues
Trust in the school principal
United States (Northeast)
Values
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Title Trust in schools: a conceptual and empirical analysis
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Volume 36
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