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Teacher trust and leadership behavio...

Kagy, Laura A.

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Teacher trust and leadership behaviors used by elementary school principals.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher trust and leadership behaviors used by elementary school principals./
Author:	Kagy, Laura A.
Description:	163 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1958.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411165
ISBN:	9781124035543

Teacher trust and leadership behaviors used by elementary school principals.
Kagy, Laura A.

Teacher trust and leadership behaviors used by elementary school principals. - 163 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1958.

Thesis (Ed.D.)--Northcentral University, 2010.

The lack of a common understanding of relational trust as defined by teachers and principals undermines the effectiveness of schools. Given this premise the primary purpose of this study was to investigate the commonalities and differences between how teachers and school administrators define relational trust. Additionally, this study investigated how school leaders' behaviors influenced relational trust within the school climate. Previous research in regard to trust in schools had primarily focused on two concepts: the importance of trust in the organization, and measures of trustworthiness by members of the school community. This study utilized a qualitative, multiple case study research design to explore the phenomenon of how relational trust was defined by teachers and principals from three different schools. A cross-case analysis was conducted to investigate any patterns and trends within the data. This study suggested the meaning of relational trust within an elementary school climate was defined by consistent themes between school settings. Data from this research produced a list of 29 conceptions of relational trust. The most commonly expressed meaning of relational trust as stated by both teachers and principals was the existence of strong, positive relationships. This study also classified and identified principal behaviors that both created and hindered relational trust. The principals who participated in this study reported that a welcoming and safe environment was a dimension of trust. Teachers in all three schools understood trust to mean support, care, and concern. The findings of this study supported the viewpoint that trust in the principal was influenced by specific behaviors of the principal. Future research might include a study on the role of teachers' behaviors in regards to a relational trust-rich school climate.

ISBN: 9781124035543Subjects--Topical Terms:

1035576
Education, Leadership.

Teacher trust and leadership behaviors used by elementary school principals.
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245 1 0 $a Teacher trust and leadership behaviors used by elementary school principals.
300 $a 163 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1958.
500 $a Adviser: Julie Davis.
502 $a Thesis (Ed.D.)--Northcentral University, 2010.
520 $a The lack of a common understanding of relational trust as defined by teachers and principals undermines the effectiveness of schools. Given this premise the primary purpose of this study was to investigate the commonalities and differences between how teachers and school administrators define relational trust. Additionally, this study investigated how school leaders' behaviors influenced relational trust within the school climate. Previous research in regard to trust in schools had primarily focused on two concepts: the importance of trust in the organization, and measures of trustworthiness by members of the school community. This study utilized a qualitative, multiple case study research design to explore the phenomenon of how relational trust was defined by teachers and principals from three different schools. A cross-case analysis was conducted to investigate any patterns and trends within the data. This study suggested the meaning of relational trust within an elementary school climate was defined by consistent themes between school settings. Data from this research produced a list of 29 conceptions of relational trust. The most commonly expressed meaning of relational trust as stated by both teachers and principals was the existence of strong, positive relationships. This study also classified and identified principal behaviors that both created and hindered relational trust. The principals who participated in this study reported that a welcoming and safe environment was a dimension of trust. Teachers in all three schools understood trust to mean support, care, and concern. The findings of this study supported the viewpoint that trust in the principal was influenced by specific behaviors of the principal. Future research might include a study on the role of teachers' behaviors in regards to a relational trust-rich school climate.
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650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Elementary. $3 516171
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773 0 $t Dissertation Abstracts International $g 71-06A.
790 1 0 $a Davis, Julie, $e advisor
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