Show me that you care: The existence of relational trust between a principal and teachers in an urban school

 
 
 
 

Show me that you care: The existence of relational trust between a principal and teachers in an urban school

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dc.contributor.advisor Gordon, Beverly en_US
dc.contributor.author Dabney, James en_US
dc.date.accessioned 2008-07-07T19:02:37Z
dc.date.available 2008-07-07T19:02:37Z
dc.date.created 2008 en_US
dc.date.issued 2008-07-07T19:02:37Z
dc.identifier.uri http://rave.ohiolink.edu/etdc/view?acc_num=osu1211325022 en_US
dc.identifier.uri http://hdl.handle.net/2374.OX/6146
dc.description This dissertation explores the existence of relational trust as defined by Bryk and Schneider (2002) in an urban school with an identified effective principal. Specific attention is given to principal-teacher relationship dynamics. Bryk and Schneider (2002) posited that relational trust exists between principals and teachers when teachers feel respected as professionals by their principals, see their principals as competent school managers, perceive their school-site administrators as having integrity, and when teachers believe that their principals have a genuine interest in their personal well being. A literature review on leadership in general, effective educational leadership, and appropriate headship for schools undergoing restructuring is presented. Moreover, included is a distinction between urban schools and their rural and suburban counterparts, highlighting the unique and complex challenges faced by students in inner-city public educational centers. Employing a mix-method approach within a case study design, teachers completed a questionnaire on their perception of their principal. Observations were conducted for a seven month period as well as relevant documents were analyzed. Drawing from the review of the literature, survey findings, notes from observations and from the gathered relevant files, questions were developed for a teacher focus group session and a principal interview. The points made in the focus group discussion also informed the principal interview instrument. Findings revealed that teachers in the study had high relational trust in their principal and that he conveyed trustworthiness in numerous ways. Furthermore, respecting the integrity of qualitative research, other themes that substantiate the literature on effective leadership for urban education and trust establishment emerged and are discussed. The findings imply that the tenets of relational trust are viable and effective constructs that can be materialized in the behaviors of principals in urban educational districts. en_US
dc.format application/pdf en_US
dc.format 239p. en_US
dc.rights unrestricted en_US
dc.rights Copyright and permissions information available at the source archive en_US
dc.subject Urban education en_US
dc.subject trust en_US
dc.subject educational leadership en_US
dc.subject education reform en_US
dc.title Show me that you care: The existence of relational trust between a principal and teachers in an urban school en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name PhD en_US
dc.degree.level doctoral en_US
dc.degree.discipline Educational Policy and Leadership en_US
dc.degree.grantor Ohio State University en_US
dc.contributor.publisher Ohio State University / OhioLINK en_US

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