A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools

By R. Goddard, Megan Tschannen-Moran, Wayne K. Hoy. The Elementary school journal, 2001

542 citations recorded by the source corpus.

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Citations in the corpus

Exploring the Causal Impact of the McREL Balanced Leadership Program on Leadership, Principal Efficacy, Instructional Climate, Educator Turnover, and Student Achievement (2015, background): “…of the school and student achievement (Branch et al., 2012; Bryk, Bender Sebring, Allensworth, Luppescu, & Easton, 2010; Coelli & Green, 2012; Goddard et al., 2001; Grissom et al., 2012; Robinson et al., 2008; Waters et al., 2003), improvements in both leadership practices and reductions in…”
Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors (2012, unknown): “Proposed model; Δ ¼ intraind favorable educational outcomes (e.g., Goddard et al., 2001; Tschannen-Moran & Hoy, 1998).”
Academic optimism and community engagement in urban schools (2011, background): “Further, trust has been correlated positively to student achievement and may be a strong predictor of student achievement, even when controlling for SES ( Goddard et al. , 2007”
School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction (2015, background): “In pursuit of this concern, researchers have, for example, linked levels of organizational trust (e.g., Bryk and Schneider 2002; R. Goddard et al. 2001), efficacy beliefs (Bandura 1993; R. Goddard et al. 2000), and academic press (Hoy et al. 2006) to student achievement.”
How School Leadership Influences Student Learning: A Test of “The Four Paths Model” (2020, background): “This variable has been linked positively to school effectiveness (Goddard, Tschannen-Moran, and Hoy, 2001), school climate (Hoy et al., 1996; Tarter et al., 1989) and student achievement (Leithwood et al., 2010), even when socioeconomic status and other student demographics (prior achievement,…”
Teacher‐principal relationships: Exploring linkages between empowerment and interpersonal trust (2005, background): “Studies of interpersonal trust related to schools consider the trust factor in terms of operational success, productivity, student achievement, positive climate, productive communication, participative decision making, and teacher-principal relationships (Beeson and Matthews, 1993; Bruhn, 2001; Bryk”
The quality of school life: teacher-student trust relationships and the organizational school context (2011, background): “ Goddard et al. (2001, 2009) systematically assessed a negative association between a low socioeconomic (SES) student body and faculty trust in students.”
Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students (2006, background): “Trust is a key school property that enables a school to overcome some of the disadvantage of low socioeconomic conditions (Bryk & Schneider, 2002; Goddard et al., 2001; Hoy, 2002).”