ERIC Number: EJ1112413
Record Type: Journal
Publication Date: 2016-Oct
Abstractor: As Provided
Teacher Trust in District Administration: A Promising Line of Inquiry
Adams, Curt M.; Miskell, Ryan C.
Educational Administration Quarterly, v52 n4 p675-706 Oct 2016
Purpose: We set out in this study to establish a foundation for a line of inquiry around teacher trust in district administration by (1) describing the role of trust in capacity building, (2) conceptualizing trust in district administration, (3) developing a scale to measure teacher trust in district administration, and (4) testing the relationship between district trust and teacher commitment. Method: Teachers were the unit of analysis. Data were collected from a sample of teachers in one urban school district. Construct validity was assessed by examining content, structural, and convergent validity of the scale. A fully latent structural equation model was used to test the relationship between teacher trust in district administration and teacher commitment. Results: This study makes a strong case for developing a line of research on teacher trust in district administration. It establishes a good measure to use in future research, and it provides initial evidence showing that teacher beliefs are sensitive to the actions of district administrators. Implications: A valid and reliable measure can be used by researchers to study systematically the formation and effects of teacher trust in district administration. Accurate information on district trust also allows central office leaders to formatively assess the capacity of the school system to accomplish reform objectives at scale.
Descriptors: Trust (Psychology), Teacher Administrator Relationship, Inquiry, Capacity Building, Concept Formation, Self Concept Measures, Sense of Community, Structural Equation Models, Research Needs, Educational Administration, Educational Practices, Construct Validity, Factor Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A