Collaboration and the need fortrust

By Megan Tschannen-Moran. 2001

628 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8dce87a392c685fac914fd1f1c9982f50426fd85

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In Education

Citations in the corpus

Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools (2020, background): “established, members are more likely to engage in higher levels of vulnerability and open communication (Tschannen-Moran, 2001).”
The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “Trust has become a prominent issue in the agenda of educational scholars as it is increasingly regarded as an important competent of a healthy school (Tschannen-Moran 2001; Tschannen-Moran and Gareis 2015).”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “In schools, however, some evidence indicates that they converge into one dimension (Tschannen-Moran, 2001).”
Foundations of Organizational Trust: What Matters to Different Stakeholders? (2010, positive): “Consistent with this, several scholars have argued that transparency, or the perceived willingness to share trust-relevant information with vulnerable stakeholders, is a distinct critical dimension of trustworthiness (e.g., Mishra 1996, Tschannen-Moran 2000).”
Linking Parent and Community Involvement with Student Achievement: Comparing Principal and Teacher Perceptions of Stakeholder Influence (2009, background): “Tschannen-Moran (2001) found that when school administrators collaborated with their teachers, and when teachers collaborated with each other, they both indicated higher levels of trust.”
Participative Decision Making in Schools: A Mediating-Moderating Analytical Framework for Understanding School and Teacher Outcomes (2010, background): “Therefore, active participation enhances involvement and commitment, because individuals tend to place greater trust in, and accept more readily, information discovered by themselves (Fishbein & Azjen, 1975; Fullan, 1997; Tschannen-Moran, 2001).”
Testing a Conception of How School Leadership Influences Student Learning (2010, methodology): “So studies of trust, for example, often provide compelling evidence about its effects on teaching and learning (Tschannen-Moran, 2001).”