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ERIC Number: ED534514
Record Type: Non-Journal
Publication Date: 2011
Pages: 95
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1249-6238-2
ISSN: N/A
Communication Competence and Trust in Leaders: From Transactional, through Transitional, to Transformational Exchanges
Sutherland, Ian Edwin
ProQuest LLC, Ed.D. Dissertation, Lehigh University
Trust is recognized as a critical component of effective leadership. However, limited empirical evidence exists that provides support for specific leader behaviors that contribute to the development of trust in followers. One way trust forms is through the experiences in the history of communication transactions between individuals. The Spitzberg and Cupach (1984, 2002) communication competence skills construct clearly defines measurable leader communication behaviors that characterize the basic human transaction. This study was a first step to test and explain the relationship between communication competence and trust in leaders (Hoy & Tschannen-Moran, 1999; Tschannen-Moran & Hoy, 2000). A sample of 1,138 international school teachers from 17 schools in the East Asian Regional Council of Schools responded to a survey that measured teacher perceptions of the communication competence and trustworthiness of their principal. An exploratory factor analysis produced a three-factor solution for communication competence skills for the sample including attentiveness-coordination, composure, and expressiveness. Hierarchical multiple regression analysis showed a significant relationship between the three communication competence factors and trust, and that the attentiveness-coordination factor was the strongest predictor of trust. Attentiveness-coordination behaviors are characterized as two-way relationship building behaviors that appear to push the principal and teacher interaction beyond the basic transaction to transitional exchanges. It is proposed that conditions created by attentiveness-coordination behaviors initiate transitional exchanges that foster trust and may lead to transformational exchanges. The findings suggest that principals should deliberately practice attentiveness-coordination behaviors to increase the quality of interactions with teachers in order to build trust. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A