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osu1037755186.pdf (362.78 KB)
ETD Abstract Container
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PREDICTORS OF FACULTY TRUST IN ELEMENTARY SCHOOLS: ENABLING BUREAUCRACY, TEACHER PROFESSIONALISM, AND ACADEMIC EMPHASIS
Author Info
Geist, Jeffrey Robert
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=osu1037755186
Abstract Details
Year and Degree
2002, Doctor of Philosophy, Ohio State University, Educational Policy and Leadership.
Abstract
Previous research has suggested that trust in schools facilitates collaboration, school health, elementary student achievement, and school effectiveness. The purpose of this study was to investigate predictors of faculty trust in the principal, in colleagues, and in clients (students and parents). Moreover, it was hypothesized that because of a "trust spillover" phenomenon, each of the aspects of faculty trust would be moderately correlated with one another. The sample was composed 146 elementary schools in Ohio. Although data were collected from 4,069 teachers, the unit of analysis was the school. First, factor analysis confirmed the factor structure and construct validity of the trust scales. Then all of the hypotheses were confirmed. Enabling bureaucracy (structure) was positively related with and the best predictor of faculty trust in the principal; teacher professional behavior was positively related with and the best predictor of faculty trust in colleagues; and academic emphasis was positively associated with and the best predictor of faculty trust in clients. Moreover, each of the trust subscales, as expected, was moderately correlated with each other, as were the independent variables. The results also demonstrated that school size had no remarkable effect with any aspect of faculty trust. SES (socioeconomic status) however, was negatively associated with faculty trust in clients and the independent variable, academic emphasis. This result was not unexpected. It should be noted that while this study designated three variables as independent, each of their relationships with faculty trust is most likely bi-directional; that is, the relationships or causality are unclear and probably are reciprocal.
Committee
Wayne Hoy (Advisor)
Pages
168 p.
Subject Headings
Education, Administration
Keywords
Trust, Enabling Structure, Teacher Professionalism, Academic Emphasis,
;
Elementary School Faculty.
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Citations
Geist, J. R. (2002).
PREDICTORS OF FACULTY TRUST IN ELEMENTARY SCHOOLS: ENABLING BUREAUCRACY, TEACHER PROFESSIONALISM, AND ACADEMIC EMPHASIS
[Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1037755186
APA Style (7th edition)
Geist, Jeffrey.
PREDICTORS OF FACULTY TRUST IN ELEMENTARY SCHOOLS: ENABLING BUREAUCRACY, TEACHER PROFESSIONALISM, AND ACADEMIC EMPHASIS.
2002. Ohio State University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=osu1037755186.
MLA Style (8th edition)
Geist, Jeffrey. "PREDICTORS OF FACULTY TRUST IN ELEMENTARY SCHOOLS: ENABLING BUREAUCRACY, TEACHER PROFESSIONALISM, AND ACADEMIC EMPHASIS." Doctoral dissertation, Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1037755186
Chicago Manual of Style (17th edition)
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Document number:
osu1037755186
Download Count:
4,332
Copyright Info
© 2002, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.