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A contextual analysis of team leader...

Motley, Veronica L.

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A contextual analysis of team leader trust in Ohio middle schools and its relationship to student achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A contextual analysis of team leader trust in Ohio middle schools and its relationship to student achievement./
作者:	Motley, Veronica L.
面頁冊數:	229 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2446.
Contained By:	Dissertation Abstracts International65-07A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3139582
ISBN:	0496867237

A contextual analysis of team leader trust in Ohio middle schools and its relationship to student achievement.
Motley, Veronica L.

A contextual analysis of team leader trust in Ohio middle schools and its relationship to student achievement. - 229 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2446.

Thesis (Ed.D.)--The University of Akron, 2004.

In the era of high stakes testing, school reform initiatives, government mandates, and more recently the No Child Left Behind Act (2002), there stands evidence of a decreased trust in American public schools. As educational leaders' choices are dictated by legislation, those furthest removed from the school house dictate policy that affect the daily interactions of schools (Meier, 2002).

ISBN: 0496867237Subjects--Topical Terms:

626645
Education, Administration.

A contextual analysis of team leader trust in Ohio middle schools and its relationship to student achievement.
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245 1 2 $a A contextual analysis of team leader trust in Ohio middle schools and its relationship to student achievement.
300 $a 229 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2446.
500 $a Advisers: Lou Trenta; Duane Covrig.
502 $a Thesis (Ed.D.)--The University of Akron, 2004.
520 $a In the era of high stakes testing, school reform initiatives, government mandates, and more recently the No Child Left Behind Act (2002), there stands evidence of a decreased trust in American public schools. As educational leaders' choices are dictated by legislation, those furthest removed from the school house dictate policy that affect the daily interactions of schools (Meier, 2002).
520 $a The purpose of this study is to test the theoretical relationship between trust and student achievement. This correlational study assessed the level of faculty trust of middle school team leaders and interpreted that relationship using a General Linear Model (GLM). The Omnibus Trust-Scale (Hoy & Kupersmith, 1985) measured three subscales related to trust. The survey used a 26-question Likert format and included 8 additional questions pertaining to the use of collaboration time, and method of appointment to the team leader position. The remaining variables included level of poverty, district and school typology, and student achievement as defined by the Ohio Department of Education.
520 $a The GLM was used because its statistical process allowed the calculation of multiple layers of relationship simultaneously, as they interacted with one another.
520 $a The population for this study was sixth, seventh, and eighth grade team leaders, employed in Ohio public middle schools that housed grades six through eight, and that retained their current building principal for a minimum of three full years.
520 $a Possible limitations of this research study included a response rate of 77.4%. The researcher could not manipulate the independent variables; therefore, causation could not be inferred. Lastly, the research study participants were limited to those employed in a middle school that had retained their current principal for a minimum of three years.
520 $a The study's findings demonstrated that level of poverty, by and large as an independent variable had a significant relationship to predicting level of trust and student achievement. Furthermore, the composite of level of trust, as well as in each specific subscale, was significantly related to predicting student achievement.
590 $a School code: 0003.
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