Collaboration and the need fortrust

Tschannen‐Moran, Megan

doi:10.1108/eum0000000005493

Cited by 399 publications

(325 citation statements)

References 42 publications

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“…By creating decision-making structures and inviting not just teachers' involvement but influence over organizational decisions that affect them, principals can create the conditions necessary to foster mutual trust [12,40,41]. This is particularly the case when the professional expertise of teachers is fundamental to the issue at hand, such as decisions related to instruction or a commitment to student learning and well-being [2,16].…”

Section: Opennessmentioning

confidence: 99%

Principals, Trust, and Cultivating Vibrant Schools

Tschannen‐Moran

Gareis

2017

How School Leaders Contribute to Student Success

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Although principals are ultimately held accountable to student learning in their buildings, the most consistent research results have suggested that their impact on student achievement is largely indirect. Leithwood, Patten, and Jantzi proposed four paths through which this indirect influence would flow, and the purpose of this special issue is to examine in greater depth these mediating variables. Among mediating variables, we assert that trust is key. In this paper, we explore the evidence that points to the role that faculty trust in the principal plays in student learning and how principals can cultivate trust by attending to the five facets of trust, as well as the correlates of trust that mediate student learning, including academic press, collective teacher efficacy, and teacher professionalism. We argue that trust plays a role in each of the four paths identified by Leithwood, Patten, and Jantzi. Finally, we explore possible new directions for future research.

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Section: Opennessmentioning

confidence: 99%

Principals, Trust, and Cultivating Vibrant Schools

Tschannen‐Moran

Gareis

2017

How School Leaders Contribute to Student Success

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“…Edmondson, 1999;Garvin, Edmondson, & Gino, 2008). Specifically, the different ways through which superintendents react to negative performance feedback (related to educational achievements) is crucial (Sutton, 2010). As clearly demonstrated in the large-scale investigation undertaken by Karen Seashore Louis and colleagues for the Wallace Foundation, the development of self-efficacy and group-efficacy among the principals will support their endeavors of using the performance feedback inherent in the data sets to support improvement practices .…”

Section: Implication For Superintendent Leadership Practicementioning

confidence: 99%

Mediation, Collaborative Learning and Trust in Norwegian School Governing: Synthesis from a Nordic Research Project

Paulsen

Henriksen

2017

NJCIE

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This paper analyses productive patterns through which school superintendents and subordinated principals collaborate at the local levels of implementation in the Nordic countries. The underlying theoretical premise is that the school governance systems in the Nordic countries, as a function of strengthened state steering and a variety of local political conditions, entail a series of loose couplings-described by the broken chain metaphor. The analysis is based on a review of findings from a comparative Nordic research project. The review reveals that school superintendents and principals to a large extent activate professional learning forums as integration mechanism-to make collective sense of ambiguous national reforms. Important learning conditions that emerge from the country reports, on which the reviewed research is based, seem to cluster and cohere around learning climate, interpersonal trust, leadership support and a shared knowledge base between the school leaders and the municipal apparatus. Implications for research and practice are discussed.

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“…First of all, the extent of trust in a school was considered to be relevant. Trust was described as one party's willingness to be vulnerable in the relationship with another party (colleagues, the school head and parents), based on the assurance that the latter party is benevolent, reliable, competent, honest, and open (see also Tschannen-Moran 2001).…”

Section: Organisational Conditions For Professional (Expertise) Develmentioning

confidence: 99%

Competence and Professional Expertise

Evers

Heijden

2016

Technical and Vocational Education and Training: Issues, Concerns and Prospects

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Theoretical and empirical controversies exist about the understanding and potentials of the concepts competence and professional expertise. In this chapter, both concepts will be thoroughly conceptualised and discussed. Competence and professional expertise are important as all professionals need to possess a high degree of competence or expertise in their specific job domain, to enable their own career development, and to stimulate laypersons of their own profession to have faith in their professional approach. In addition to this conceptualisation, different stages of competence or professional expertise will be discussed. As competence and professional expertise are interpreted to have the same meaning, the remainder of the chapter will focus on professional expertise. It is not only essential to discuss what is being learned, that is professional expertise, but also how one is learning, which is defined in this chapter as professional (expertise) development of employees. Therefore the chapter will continue with defining professional (expertise) development. Specific attention will be paid to the teaching profession, where professional (expertise) development is more important than ever. Because a difficult question for working organisations is which organisational conditions are significant for the further development of professional expertise of their employees, this chapter will end with a helpful overview of these ones that have proven to have predictive validity in this regard.

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Collaboration and the need fortrust

Cited by 399 publications

References 42 publications

Principals, Trust, and Cultivating Vibrant Schools

Principals, Trust, and Cultivating Vibrant Schools

Mediation, Collaborative Learning and Trust in Norwegian School Governing: Synthesis from a Nordic Research Project

Competence and Professional Expertise

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