Faculty Trust: A Key to Student Achievement.

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Academic Optimism of Schools: A Force for Student Achievement (2006, background): “Schools in which the faculty had a strong sense of collective efficacy flourished, whereas those in which faculty members had serious doubts about their collective efficacy declined in academic performance or showed little academic progress.”
Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students (2006, background): “These characteristics include the faculty’s collective efficacy (Goddard, 1998, 2001, 2002; Goddard, Hoy, & Woolfolk Hoy, 2000; Tschannen-Moran & Hoy, 2001; Tschannen-Moran, Hoy, & Hoy, 1998), faculty trust in students and parents (Bryk & Schneider, 2003; Goddard, Tschannen-Moran, & Hoy, 2001; Hoy, ”
School Characteristics That Make a Difference for the Achievement of All Students: A 40-Year Odyssey. (2012, background): “In one study we not only demonstrated faculty trust in clients (students and parents) was related to school achievement, but it also had a stronger influence on achievement than did SES (Hoy, 2002).”