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A study on the effect of teacher tru...

Lozada, Alicia Fernandez.

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A study on the effect of teacher trust in the school administrator on school academic performance: The mediating roles of teacher stress, engagement, and work purpose.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A study on the effect of teacher trust in the school administrator on school academic performance: The mediating roles of teacher stress, engagement, and work purpose./
Author:	Lozada, Alicia Fernandez.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	101 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: B.
Contained By:	Dissertation Abstracts International79-12B(E).
Subject:	Behavioral psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10970702
ISBN:	9780438301672

A study on the effect of teacher trust in the school administrator on school academic performance: The mediating roles of teacher stress, engagement, and work purpose.
Lozada, Alicia Fernandez.

A study on the effect of teacher trust in the school administrator on school academic performance: The mediating roles of teacher stress, engagement, and work purpose. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 101 p.

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: B.

Thesis (Ed.D.)--La Sierra University, 2018.

This research was designed to investigate the impact of teacher trust in school leadership on the overall culture of the school. More specifically, it centered on how teachers' trust in their school principal relates to their perceived work-related stress, work purpose, and professional engagement in the school. In addition, the study also examined the importance of teacher stress, sense of purpose, and professional engagement on the school's overall academic performance. The participants were about 500 teachers recruited from metropolitan areas in California. After controlling the effects of various demographic variables (e.g., gender and level of education), the analysis results support a strong and inverse relationship between trust in school leadership and teachers' perceived stress. Female teachers and teachers with graduate degrees reported high levels of job-related stress. There is also a strong linkage between teachers' trust in their administrator and their level of engagement in the school and sense of work purpose. With respect to academic performance, teacher trust, stress, and engagement are found to have significant influence on school academic performance. This finding stands for both English and math. Teachers' sense of work purpose is inconsistent in accounting for school performance. To conclude, teachers' trust in the school administrator has significant influence on their work-related stress and engagement in the school, in turn affecting student academic performance.

ISBN: 9780438301672Subjects--Topical Terms:

2122788
Behavioral psychology.

A study on the effect of teacher trust in the school administrator on school academic performance: The mediating roles of teacher stress, engagement, and work purpose.
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245 1 2 $a A study on the effect of teacher trust in the school administrator on school academic performance: The mediating roles of teacher stress, engagement, and work purpose.
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300 $a 101 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: B.
500 $a Adviser: Chang-Ho Ji.
502 $a Thesis (Ed.D.)--La Sierra University, 2018.
520 $a This research was designed to investigate the impact of teacher trust in school leadership on the overall culture of the school. More specifically, it centered on how teachers' trust in their school principal relates to their perceived work-related stress, work purpose, and professional engagement in the school. In addition, the study also examined the importance of teacher stress, sense of purpose, and professional engagement on the school's overall academic performance. The participants were about 500 teachers recruited from metropolitan areas in California. After controlling the effects of various demographic variables (e.g., gender and level of education), the analysis results support a strong and inverse relationship between trust in school leadership and teachers' perceived stress. Female teachers and teachers with graduate degrees reported high levels of job-related stress. There is also a strong linkage between teachers' trust in their administrator and their level of engagement in the school and sense of work purpose. With respect to academic performance, teacher trust, stress, and engagement are found to have significant influence on school academic performance. This finding stands for both English and math. Teachers' sense of work purpose is inconsistent in accounting for school performance. To conclude, teachers' trust in the school administrator has significant influence on their work-related stress and engagement in the school, in turn affecting student academic performance.
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