School Disparities in Teacher Trust in Students: What Can Principals Do?

Autor/in	Adams, Curt M.
Titel	School Disparities in Teacher Trust in Students: What Can Principals Do?
Quelle	In: Journal of Educational Leadership and Policy Studies, 7 (2023) 1, (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-2826
Schlagwörter	Institutional Characteristics; Differences; Trust (Psychology); Principals; Teacher Student Relationship; Low Income Students; Minority Group Students; Transformational Leadership; Psychological Needs; Student Needs; Teacher Evaluation; Predictor Variables + Suchen Sie Ihr Suchwort? Unterscheiden; Principal; Schulleiter; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher appraisal; Lehrerbeurteilung; Prädiktor
Abstract	The intent behind this study was to understand how school principals might work through teachers to engender better trusting teacher-student relationships, particularly in high poverty, high minority schools. Three research questions were advanced for the empirical investigation: (1) What is the relationship between school social composition (e.g. FRL rate and percent students of color) and teacher trust in students? (2) Does Principal Support of Student Psychological Needs moderate the relationship between school composition and teacher trust in students? (3) Do other leadership practices, such as transformational leadership and teacher evaluation, influence teacher trust in students? [Note: The issue number (2) shown in the citation on the PDF is incorrect. The correct issue number is 1.] (As Provided).
Anmerkungen	Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01