Trust an Essential Ingredient in Collaborative Decision Making

Mitchell, Roxanne M.; Ripley, Joan; Adams, Curt M.; Raju, Dheeraj

doi:10.3138/jspr.32.2.145

Cited by 9 publications

(5 citation statements)

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“…Trusting principals invite faculty involvement in decision making, thereby fostering a sense of being valued by their teachers. When teachers not only have involvement but also influence over organizational decisions that affect them, the conditions necessary to foster mutual trust between teachers and principals becomes manifest (Handford and Leithwood, 2013;Mitchell et al, 2011;Tschannen-Moran, 2001). This is the case particularly 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 (Bryk and Schneider, 2002;Tschannen-Moran, 2014a, b).…”

Section: 1mentioning

confidence: 99%

Faculty trust in the principal: an essential ingredient in high-performing schools

Tschannen‐Moran

Gareis

2015

Journal of Educational Administration

139

103

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach -Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n ¼ 3,215 teachers), allowing for correlational and regression analyses of the variables. Findings -The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement.Research limitations/implications -Limitations of the study include the use of a single form to collect participants' responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample. Practical implications -The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs. Originality/value -Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning with...

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Section: 1mentioning

confidence: 99%

Faculty trust in the principal: an essential ingredient in high-performing schools

Tschannen‐Moran

Gareis

2015

Journal of Educational Administration

139

103

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“…Openness in influence comes about as leaders recognize that their teachers possess valuable professional knowledge and decentralize decision-making to harness the collective wisdom of teachers [11,38,39]. 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

2015

Societies

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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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“…Many writers, researchers, practitioners and parents has been addressed the concept of "parents as partners in educational matters" 18,19,20 (Mitchell, 2011, p.151), (Jones, 2004, p.87) (Galloway, 2013, p.69).…”

Section: Equalitymentioning

confidence: 99%

Parental Parental Involvement and Professional Trends & Practices in Higher Education: An Islamic Module for Internship Progressiveness

Alam

2021

ihya

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Education is the most important phase in human life. It begins from teaching of parents to tutors and then institutions to society. Parents are the fore-most; oldest and ever-remaining character in learning and developmental process and modern research admitted that they have a very crucial role in human development. Capitalist behaviour camouflaged this crucial role to conceal the mistakes and emotional deficiency of educational management. Administration put a board “No parents beyond this point” to stop communication of parents with children and teachers. They invaded many practices in educational administrative circle to snub the parents so that they can draw more financial benefits in the name of modern and quality education. Modern researches and worthy teaching of Semitic religions are bluntly saying that involvement of parents is very productive and effective in not only general learning process but also in professional development. Parents, especially in Eastern countries, are sufficiently unaware with the practices of their involvement in Professional Development Process (PDP) of their children specifically in Higher education. Researches in Education developed many modules of parental involvement in educational spheres like Parent Teacher Association (PTA), Home School Project (HSP), Second Educators (SEs), Home Visiting Scheme (HVS), Home University Agreement (HUA) and Parents-Student Internship Project (P-SIP). This article discussed critically and annalistically the importance of P-SIP and its module to convey the wholesome picture of parental involvement in learning process for professional development in higher education. Resultantly, any institution can adopt this module to implement it into its system for a productive learning output.

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Trust an Essential Ingredient in Collaborative Decision Making

Cited by 9 publications

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Faculty trust in the principal: an essential ingredient in high-performing schools

Faculty trust in the principal: an essential ingredient in high-performing schools

Principals, Trust, and Cultivating Vibrant Schools

Parental Parental Involvement and Professional Trends & Practices in Higher Education: An Islamic Module for Internship Progressiveness

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