Dissertation/Thesis Abstract

An Examination of Teacher Trust in the Principal and the Implementation of Skills Learned in Professional Development
by Adams, Patrick R., Jr., Ph.D., Oakland University, 2018, 111; 10978192
Abstract (Summary)

The purpose of this study was to examine whether teachers’ trust in their principal would positively affect their implementation of skills they learned in professional development. Four questions guided my research: To what extent is teachers’ positive engagement in professional development related to teacher trust in their principal? To what extent is trust in their principal related to a teacher’s sense of efficacy? To what extent is a teacher’s sense of efficacy related to positive engagement in professional development? And to what extent are the trust variables and positive engagement in professional development related to student achievement?

This study used the faculty and principals of five schools in Macomb County, Michigan for the data set. Two surveys were administered to each faculty, one on trust and one on efficacy. The respondent pool was n = 37. Each principal was asked to fill out a survey on their perception of teachers’ implementation of the skills learned through Classroom Instruction That Work (Marzano, 2009). All principals responded to their surveys. A correlation was run to examine the relation of the trust variables: Trust in principal, trust in teachers, and trust in students. Simple and multiple regression analysis v was used to examine the relationship each variable had to trust in their principal, and student achievement data was ranked and analyzed versus the trust variables using a Kruskal-Wallis test.

The results of this study did not match my original hypothesis. It is not apparent from the data that there is a suggested relationship between trust in one’s principal and implementation of skills learned in professional development. The sample size, n = 37, renders this interpretation as suggestive, but the data did reference a possible relationship between teachers trusting one another and increased implementation of skills learned in professional development.

Indexing (document details)
Advisor: Giberson, Tomas R.
Commitee: Klein, C. Suzanne, Maxfield, Charles R.
School: Oakland University
Department: Education
School Location: United States -- Michigan
Source: DAI-A 80/05(E), Dissertation Abstracts International
Subjects: Educational leadership, Educational administration, Teacher education
Keywords: Efficacy, Leadership, Principal, Trust
Publication Number: 10978192
ISBN: 978-0-438-76761-4
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