Dissertation/Thesis Abstract

Trust or consequences: The relationship between faculty trust and faculty learning communities in higher education
by Wilson, Gaye R., Ph.D., The University of Alabama at Birmingham, 2011, 127; 3490225
Abstract (Summary)

The purpose of this study was to investigate relationships between FLC membership and faculty trust in higher education colleagues and faculty trust in higher education administration in public and private universities in the United States. This quantitative study examines trust in colleagues and trust in administration in higher education, two factors of faculty trust that Hoy, Tschannen-Moran and others have shown to contribute to the relationship of teacher trust in administration and colleagues, collaboration, and to positive student outcomes in K-12 public schools. Grounded in trust theory as conceptualized by Castelfranchi and Falcone (2010) and using Hoy and Miskel’s (2008) trust model (to include benevolence reliability, competence, honesty, and openness), this study sought to discover if the same held true for higher education for variables of Faculty Learning Communities, faculty status (tenure/non-tenure track), and length of service at current institution for trust in colleagues and trust in administration. These three independent variables in combination do not appear to significantly predict levels of faculty trust in colleagues or in administration. Limitations of the study and recommendations for further research are addressed.

Keywords: Trust, higher education, Faculty Learning Community

Indexing (document details)
Advisor: Searby, Linda J.
Commitee: Austin, Julia S., Danielou, Catherine F., Dantzler, John A., Kurata, Marilyn J.
School: The University of Alabama at Birmingham
Department: Educational Leadership
School Location: United States -- Alabama
Source: DAI-A 73/04, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Higher Education Administration, Educational leadership
Keywords: Faculty, Faculty learning communities, Higher education, Learning communities, Trust
Publication Number: 3490225
ISBN: 978-1-267-10620-9
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