The current study explored the dimensions and roles of trust in effective instructional leadership through a triangulation of data gathered from 78 survey responders and 35 interview participants along with a review of pertinent literature. The interviews and written free-responses related effective instructional leadership to three clear dimensions of trust identified within an effective teacher’s classroom: personal, intellectual, and behavioral. The grounded theory that arose from the current study, regarding the role of trust in effective instructional leadership, was that trust is a catalytic medium, i.e. an activator and enabler, through which: relationships are created respectfully, planning is conducted purposefully, interventions are developed intentionally, and by which student cooperation and engagement are increased significantly, thereby giving evidence of effective instructional leadership. Furthermore, how effective teachers utilized the dimensions and representations of trust appeared to be generally related to: (1) accepting the greater responsibility in demonstrating trust, (2) giving trust to students in order to receive it back from them, and (3) intentionally building trust with students in order to earn their trust. Though trust is a somewhat nebulous term that is difficult to define and measure, the current study revealed its representations, i.e. roles, can in fact be identified with the potential for teaching its replication to educators in an effort to improve effective instructional leadership related to student cooperation and engagement.
|Commitee:||Jones, Tam, Kavli, Suzanne|
|School:||Dallas Baptist University|
|School Location:||United States -- Texas|
|Source:||DAI-A 77/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Teacher education, Secondary education|
|Keywords:||Cooperation, Engagement, Leadership, Trust|
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