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Principals, Trust, and Cultivating Vibrant Schools

Author

Listed:
  • Megan Tschannen-Moran

    (Educational Policy, Planning, and Leadership, College of William & Mary, P.O. Box 8795, Williamsburg, VA 23187-8795, USA)

  • Christopher R. Gareis

    (Educational Policy, Planning, and Leadership, College of William & Mary, P.O. Box 8795, Williamsburg, VA 23187-8795, USA)

Abstract

Although principals are ultimately held accountable to student learning in their buildings, the most consistent research results have suggested that their impact on student achievement is largely indirect. Leithwood, Patten, and Jantzi proposed four paths through which this indirect influence would flow, and the purpose of this special issue is to examine in greater depth these mediating variables. Among mediating variables, we assert that trust is key. In this paper, we explore the evidence that points to the role that faculty trust in the principal plays in student learning and how principals can cultivate trust by attending to the five facets of trust, as well as the correlates of trust that mediate student learning, including academic press, collective teacher efficacy, and teacher professionalism. We argue that trust plays a role in each of the four paths identified by Leithwood, Patten, and Jantzi. Finally, we explore possible new directions for future research.

Suggested Citation

  • Megan Tschannen-Moran & Christopher R. Gareis, 2015. "Principals, Trust, and Cultivating Vibrant Schools," Societies, MDPI, vol. 5(2), pages 1-21, March.
    • Handle: RePEc:gam:jsoctx:v:5:y:2015:i:2:p:256-276:d:47408
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    Citations

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    Cited by:

    1. Griffith, Aisha N. & Johnson, Haley E., 2019. "Building trust: Reflections of adults working with high-school-age youth in project-based programs," Children and Youth Services Review, Elsevier, vol. 96(C), pages 439-450.
    2. Figen Yaman Lesinger & Fahriye Altinay & Zehra Altinay & Gökmen Dagli, 2018. "Examining the role of leadership, trust for school culture and policy," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(2), pages 983-1006, December.
    3. Comfort Adjoa Addo, 2021. "Utilization of Field Trips in the Teaching of Social Studies in Colleges of Education in the Volta Region, Ghana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(11), pages 404-412, November.
    4. Jingping Sun & Kenneth Leithwood, 2015. "Leadership Effects on Student Learning Mediated by Teacher Emotions," Societies, MDPI, vol. 5(3), pages 1-17, June.
    5. Timothy R. N. Murphy & Mary Masterson, 2022. "Teacher Learning Communities and Leadership: Insights from A DEIS Urban Second-Level School," Societies, MDPI, vol. 12(4), pages 1-12, August.
    6. Silvia Di Battista & Heather J. Smith & Chiara Berti & Monica Pivetti, 2021. "Trustworthiness in Higher Education: The Role of Professor Benevolence and Competence," Social Sciences, MDPI, vol. 10(1), pages 1-19, January.

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