Trust and improvement in schools

By Karen Seashore Louis. 2007

315 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/6e6f30c3395414ac8bc5fda53402efe667b01ff4

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In Education

In Information Systems and Management

In Management Science and Operations Research

Citations in the corpus

Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model (2020, background): “…that trust between teachers and their principal is a cornerstone for all endeavours to promote school effectiveness and student achievement (e.g. Louis, 2007; Tschannen-Moran and Gareis, 2015), as trust in the principal simplifies relations, in addition to making school actors open-hearted…”
Exploring how instructional leadership affects teacher efficacy: A multilevel analysis (2021, background): “129), faculty trust in the principal is particularly crucial to build up the cooperative behaviors necessary to foster high performance (Louis, 2007; Tschannen-Moran, 2014; Zucker, 1986).”
How does leadership affect student achievement? Results from a national US survey (2010, background): “These discussions are supported by research suggesting that increased teacher influence in schools has the potential for significant positive effects on school improvement (Huber, 2004; Leithwood & Beatty, 2007; Leithwood et al., 2008; Matthews & Sammons, 2005; Riley & McBeath, 2003).”
The Role of Sensemaking and Trust in Developing Distributed Leadership (2009, background): “A number of scholars distinguish among different sources of trust including, for example, transactional obligations, sustained interactions, and moral authority (Bryk and Schneider, 2002; Louis, 2007 ).”
How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility (2008, background): “Within the past 2 decades, studies of trust as a factor in school improvement have begun to illuminate the actions that leaders take which positively alter the culture in a school (e.g., Bryk & Schneider, 2003; Hoy & Sweetland, 2001; Louis, 2007; Tarter, Bliss, & Hoy, 1989; Tschannen-Moran, 2004).”
Systematic Review of Key Leader Practices Found to Influence Student Achievement (2016, background): “Trust influences the degree to which teachers display a willingness to improve and change (Louis, 2007).”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “We suggest that trust is an essential ingredient to sustaining teacher commitment to change and engaging teachers in collaboration and professional learning (Bryk and Schneider, 2002, 2003; Louis, 2007; Tarter et al., 1995; Tschannen-Moran, 2004).”
Successful Leadership: A Review of the International Literature (2013, unknown): “55 Bryk & Schneider (2002); Louis (2007).”
Reassembling teacher professional development: the case for Quality Teaching Rounds (2016, background): “able resources (Hawley & Valli, 1999; Supovitz & Turner, 2000), or cultural, such as limited openness or trust among teachers (Bryk & Schneider, 2002; Louis, 2007).”
Trust and Collaboration in PLC Teams (2015, background): “Our findings are consistent with other research indicating that distributed influence and shared decision affect trust among teachers, create and sustain a positive school culture, and affect how teachers view school decision making (Louis, 2007; Marshall, 2005; Rhodes, Stevens, & Hemmings, 2011).”
Constancy and Change in Work Practice in Schools: The Role of Organizational Routines (2011, background): “Some scholars, for example, point to the normative structure including norms of trust, collective responsibility and academic press (Bryk & Schneider, 2002; Lee & Loeb, 2000; Louis, 2006, 2007; Louis & Kruse, 1995; McLaughlin & Talbert, 2001).”