Trust Matters: Leadership for Successful Schools

By Megan Tschannen-Moran. 2004

724 citations recorded by the source corpus.

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Citations in the corpus

The Relationship Between Distributed Leadership and Teachers’ Academic Optimism (2008, background): “As with OCBs, there is now a small amount of evidence (in particular, Tschannen-Moran, 2004; Bryk and Schneider, 2002) demonstrating that the trust felt between and among teachers and administrators is both influenced by leader practices and influences student learning.”
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).”
Trust and Collaboration in PLC Teams (2015, background): “In an atmosphere of distrust, teachers seek to minimize their vulnerability to the principal and the other teachers, and the resulting self-protection increases disengagement from the education process (Tschannen-Moran, 2004).”
How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility (2008, background): “Tschannen-Moran (2004) also outlined key leadership behaviors and specific actions that engender trust.”
Why Teachers Trust School Leaders. (2013, methodology): “A more all-encompassing definition states openness is “sharing important information, delegating, sharing decision making, sharing power” (Tschannen-Moran, 2004, p. 34).”
Department-Head Leadership for School Improvement (2016, background): “The comparatively longer tenure of department heads, as compared with principals, facilitates the development of trusting relationships between teachers and heads, an important contribution to school improvement (Tschannen Moran, 2013).”
Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers (2011, background): “Detailed discussions of approaches for developing leader and collegial trust can be found in Cosner (2009, 2010), Kochanek (2005), and Tschannen-Moran (2004).”
Student trust in teachers and student perceptions of safety: positive predictors of student identification with school (2018, background): “…focused on individual traits and institutional characteristics to one that focuses on the dynamic and multifaceted nature of trust (Adams, 2014; Forsyth, Adams, & Hoy, 2011; Lewicki and Bunker, 1996; Mishra, 1996; Hoy & Tschannen-Moran, 1999; Sheppard & Sherman, 1998 Tschannen-Moran, 2004, 2014).”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “Once lost, it is more difficult to regain (Bryk and Schneider, 2003; Kutsyuruba et al., 2011; Tschannen-Moran, 2004).”
The quality of school life: teacher-student trust relationships and the organizational school context (2011, background): “Such students' perceptions of teacher-student relationships, and in turn students' engagement within the learning processes, are themselves influenced by the level of trust students experience on behalf of their teachers (cf. Ennis and McCauley 2002; Mitra 2009; Tschannen-Moran 2004).”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “As a social capital (Li, Hallinger, and Walker 2016), trust can promote progress towards shared organisational goals by reducing transaction costs and lowering conflicts (Tschannen-Moran 2004).”
School Characteristics That Make a Difference for the Achievement of All Students: A 40-Year Odyssey. (2012, background): “For a comprehensive and interesting analysis of the dynamics of trust in schools, see Trust Matters (Tschannen-Moran, 2004).”
Exploring how instructional leadership affects teacher efficacy: A multilevel analysis (2021, background): “A leader sets the tone for his or her school (Tschannen-Moran, 2014).”