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.
|Advisor:||Giberson, Tomas R.|
|Commitee:||Klein, C. Suzanne, Maxfield, Charles R.|
|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|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be