Research indicates trust in schools significantly relates to student achievement and trust in school leaders significantly relates to trust in schools. This study expands on the existing research by identifying behaviours principals display and teachers identify that correspond to
antecedent conditions of trust, as identified in the research literature. Principalunderstandings are compared to teacher articulated thoughts in order to identify if shared understandings and interpretations of events are a component of trust in schools. Seventeen survey questions about trust were asked in 138 schools. Three high trust and three low trust schools were identified via deviation from the grand mean. Interview data related to a broad
spectrum of school structures and daily events was gathered at the six identified schools from a randomly selected group of teachers and each school’s principal. The interview data was coded using antecedent conditions of trust as the organizational units for analysis. Supporting previous research, this thesis finds teacher data identified the antecedent conditions that are
described most frequently by teachers as being Competence, Consistency and Reliability,Openness and Respect. Principal data identified the antecedent conditions of trust as being similar, not identical. There are relevant differences described in elements within the antecedents between teachers and school leaders. Overall, the results confirm the findings of Bryk and Schneider and Tschannen-Moran, while adding detail to the understanding of what matters in trust when in-school educators reflect on issues of organizational life.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OTU.1807/31776 |
| Date | 09 January 2012 |
| Creators | Handford, Catherine Victoria |
| Contributors | Leithwood, Kenneth |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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