Purpose: The purposes of this study were to (1) meta-analyze the effects of teacher trust, and of each trust dimension on student learning in aggregate and in each of the six learning subjects; (2) ...meta-analyze the effect of school leadership, of each leadership domain, and of different leadership styles on teacher trust; and (3) examine whether school level, subjects, trust dimensions, and leadership styles moderate these abovementioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 83 studies and examine the multiple relationships between school leadership, teacher trust, and student learning mentioned above. Heterogeneity analysis was conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: The study shows that teacher trust had a moderate effect on student learning. School leadership had a large effect on teacher trust. Teacher trust in students and parents contributed to student learning more than the other dimensions of trust. All five domains of school leadership were related to teacher trust, with the effect sizes being large or moderate. Supportive, collegial types of school leadership had the largest effect on the teachers’ trust. Implications for Research and Practice: To improve student learning, school leaders need to enlist all effective practices in order to build trust in schools and pay equal attention to improving teachers’ trust as they do other efforts to improve instructional programs and teaching practices. More efforts are needed from principals to help build teachers’ trust in parents and students.
PurposeThe evidence is strong that the instability of teacher rosters in urban school settings has negative consequences for student learning, but our concern is with the opposite phenomenon: What is ...the value added to the organization when a school's teaching roster is stable over time? Our theory of teacher corps stability hinges on the claim that the stability of a teacher corps over time is a sine qua non that, under certain conditions, permits formation of the social capital needed to catalyze school effectiveness.Design/methodology/approachWe test this claim using longitudinal data from 72 schools in a large, urban southwestern US school district. We first identified a subset of 47 schools with either chronic teacher turnover (high, stable turnover) or a stable teacher roster (low, stable turnover) via school-level HLM growth modeling techniques. These classifications were then used as a covariate in a series of HLM growth models investigating its relationship to growth in structural, relational and cognitive social capital over time.FindingsOur findings sustain a claim of the importance of teacher corps stability. In our sample of urban schools, we found robust increases in the relational and cognitive dimensions of social capital over time in those schools with stable rosters. Furthermore, schools with chronic turnover were declining significantly in relational social capital, but no appreciable growth in structural social capital was found in either stable roster or chronic teacher turnover schools.Practical implicationsGiven the nature of teacher corps stability and its relationship to key organizational outcomes, school leaders play a central role in realizing teacher corps stability within their school. A certain amount of this effort must necessarily be focused on retaining a stable corps of quality, happy, committed teachers. However, building social capital concerns the active engagement of all actors; thus, school leaders need to think beyond retention to how the teachers that remain can play larger leadership roles in this process.Originality/valueFew studies have examined the positive benefits that can emerge in schools where the majority of teachers remain year after year. Collectively, the study findings suggest that teacher corps stability can provide fertile conditions for the development of social capital that has the potential to enhance school effectiveness and that its staff can leverage for school improvement.
This book samples recent and emerging trust research in education including an array of conceptual approaches, measurement innovations, and explored determinants and outcomes of trust. The collection ...of pathways explores the phenomenon of trust and establishes the significance of trust relationships in school life. It emboldens the claim that trust merits continued attention of both scholars and practitioners because of the role it plays in the production of equity and excellence. Divided into four parts, the book explores trust under the rubrics of learning, teaching, leading and bridging. The book proposes a variety of directions for future research. These include the simultaneous investigation of trust from the prospectives of various trusters, and at both the individual and group levels, longitudinal research designs, and an elaboration of methods. Contents include: (1) Introduction: Trust as a Matter of Equity and Excellence in Education (Dimitri Van Maele, Mieke Van Houtte and Patrick B. Forsyth); (2) Trust in Elementary and Secondary Urban Schools: A Pathway for Student Success and College Ambition (Barbara Schneider, Justina Judy, Christina Mazuca Ebmeye and Michael Broda); (3) The Interconnectivity of Trust in Schools (Megan Tschannen-Moran); (4) Organizational Predictability, the School Principal, and Achievement (Patrick B. Forsyth and Curt M. Adams); (5) Teacher Trust in the Principal: Factor Structure and Effects (Monica Makiewicz and Douglas Mitchell); (6) The Effects of Standards Based School Accountability on Teacher Burnout and Trust Relationships: A Longitudinal Analysis (Anthony Gary Dworkin and Pamela F. Tobe); (7) Trust at Ground Zero: Trust and Collaboration Within the Professional Learning Community (Pamela R. Hallam, Shannon K. Dulaney, Julie M. Hite and Hank R. Smith); (8) Teacher Trust in Students and the Organizational School Context: The Role of Student Culture and Teachability Perceptions (Dimitri Van Maele and Mieke Van Houtte); (9) Mentoring, Trust, and Teacher Efficacy: A Powerful Force for New Teacher Induction (Serafino M. Celano and Roxanne M. Mitchell); (10) Linking Social Networks and Trust at Multiple Levels: Examining Dutch Elementary Schools (Nienke M. Moolenaar, Sjoerd Karsten, Peter J. C. Sleegers and Alan J. Daly); (11) Trust, Control, and Comprehensive School Reform: Investigating Growth in Teacher-Teacher Relational Trust in "Success for All" Schools (Timothy G. Ford); (12) Principal Influence and Faculty Trust: An Analysis of Teacher Perceptions in Middle Schools (Page A. Smith and Adrian A. Flores); (13) The Principal Connection: Trust and Innovative Climate in a Network of Reform (Alan J. Daly, Yi-Hwa Liou and Nienke M. Moolenaar); (14) Trust in Districts: The Role of Relationships in Policymaking for School Improvement (Julie Reed Kochanek and Matthew Clifford); and (15) Teachers' Trust in Knowledge Sources for Continuing Professional Development: Investigating Trust and Trustworthiness in School Systems (Wieland Wermke).
More than a decade after Goddard, Tschannen-Moran, and Hoy (2001) found that collective faculty trust in clients predicts student achievement in urban elementary schools, we sought to identify a ...plausible link for this relationship. Our purpose in revisiting the trust effect was twofold: (1) to test the main effect of collective faculty trust on student achievement after controlling for free and reduced-price lunch and prior achievement, and (2) to determine if self-regulated learning mediates the collective trust-achievement relationship. Data were collected from 1,039 teachers and 1,648 students in 56 urban elementary schools. Results confirmed the hypothesized main effect of collective faculty trust and the hypothesized mediating effect of self-regulated learning. Mean math and reading achievement were higher in schools with a stronger culture of collective faculty trust. Schools with a stronger culture of trust also had students with more self-regulated learning.
This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school ...norms-collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance.
Background/Context: Schools have differential effects on student learning and development, but research has not generated much explanatory evidence of the social-psychological pathway to better ...achievement outcomes. Explanatory evidence of how normative conditions enable students to thrive is particularly relevant in the urban context where attention disproportionately centers on the pathology of these environments rather than social attributes that contribute to student growth. Research Purpose: Our purpose in this study was to determine if a self-regulatory climate works through student self-regulation to influence academic achievement. We hypothesized that (1) self-regulatory climate explains school-level differences in self-regulated learning, and (2) self-regulated learning mediates the relationship between self-regulatory climate and math achievement. Research Design: We used ex post facto survey data from students and teachers in 80 elementary and secondary schools from a large, southwestern urban school district. A multilevel modeling building process in HLM 7.0 was used to test our hypotheses. Results: Both hypotheses were supported. Self-regulatory climate explained significant school-level variance in self-regulated learning. Additionally, student self-regulated learning mediated the relationship between self-regulatory climate and math achievement. Conclusions: Our results suggest that schools, like teachers, have differential effects on the motivational resources of students, with self-regulatory climate being an essential social condition for self-regulation and achievement. We believe self-regulatory climate has value for educators seeking to provide equitable learning opportunities for all students and for researchers seeking to account for achievement differences attributed to schools. In both cases, self-regulatory climate advances a construct and measure that conceptualizes and operationalizes school-level support for psychological needs.
Background/Context: Despite problems with accountability systems under No Child Left Behind, the policy has been widely commended for exposing the depth and breadth of educational inequality in the ...United States. As states implement new accountability systems, there is growing concern that attention to achievement gaps and the performance of marginalized children has faded. Many approved accountability plans no longer report achievement by student subgroups or include subgroup performance in the calculation of accountability indicators. Research Purpose: This study examined the informational significance of Oklahoma's A-F accountability grades relative to the policy objective of achievement equity. Informational significance as explained in self-determination theory provided a framework to explore the usefulness of an A-F grade for understanding achievement differences within and between schools. Research Design: We evaluated the informational significance of Oklahoma A-F school grades by analyzing reading and math test scores from over 25,000 students in 81 elementary and middle schools. The study was designed to address two questions: Do students in "A" and "B" schools have high average achievement and small achievement gaps compared to students in "D" and "F" schools? What is the difference in average achievement and achievement gaps between school grades when holding constant contextual school conditions? Results: We found test score gaps attributed to Free and Reduced Lunch qualification and minority status. Free and Reduced Lunch and minority students average about one standard deviation lower in math and reading than their peers. Test score gaps varied across A-F school grades with the largest gaps existing in "A" and "B" schools. HLM results showed that A-F grades do not differentiate schools by effectiveness levels. For reading, we did not find statistically significant main effects attributed to letter grades. For math, the only statistically significance difference was between students in "A" and "B" schools and students in "F" schools. This difference had a small effect size. School grades did moderate achievement gaps, but gaps moved in a direction opposite from what would be desired of an accountability system that measured achievement equity. Conclusions: Progress made under NCLB in exposing achievement inequity in the U.S. has taken a step back with Oklahoma's A-F school grades. Our evidence suggests that a composite letter grade provides very little meaningful information about achievement differences.
Develop Your Leadership Skills is John Adair's most accessible title on leadership. Full of exercises and checklists, it will boost your confidence levels and guide and inspire anyone on their ...journey to becoming a leader of excellence. Acknowledged as a world expert, John Adair offers stimulating insights into recognizing and developing individual leadership qualities, acquiring personal authority and, most importantly, mastering core leadership functions such as planning, communicating and motivating. Suitable for anyone who wishes to improve or develop their leadership skills, this guide distills the essence of John Adair's teaching and provides a framework for becoming an effective leader.
