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Social capital in schools: Teacher ...

Vodicka, Devin.

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Social capital in schools: Teacher trust for school principals and the social networks of teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Social capital in schools: Teacher trust for school principals and the social networks of teachers./
作者:	Vodicka, Devin.
面頁冊數:	128 p.
附註:	Adviser: Margaret Riel.
Contained By:	Dissertation Abstracts International68-09A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3282293
ISBN:	9780549237105

Social capital in schools: Teacher trust for school principals and the social networks of teachers.
Vodicka, Devin.

Social capital in schools: Teacher trust for school principals and the social networks of teachers. - 128 p.

Adviser: Margaret Riel.

Thesis (Ed.D.)--Pepperdine University, 2007.

Relational trust for the principal underlies the ability of teachers to develop innovative approaches to school improvement and helps elevate the conversations around school reform (Bryk & Schneider, 2002). This study explores the relationship between the teachers' level of trust for the school principal and the social network density of principals' connections with other teachers. More specifically, the level of trust for the principal is correlated with a measure of the frequency of professional exchange among teachers. The research is framed in the context of a shift from a traditional model of education to a community-based model in which relationships and trust are seen as sources of social capital that provide benefits for students, families, and staff. The findings of this study suggest important areas of focus for school leaders as they navigate the increasingly tenuous, accountability-focused sociopolitical environment that seems to exert increasing pressure on the school system and the individuals within the educational community.

ISBN: 9780549237105Subjects--Topical Terms:

626645
Education, Administration.

Social capital in schools: Teacher trust for school principals and the social networks of teachers.
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245 1 0 $a Social capital in schools: Teacher trust for school principals and the social networks of teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3695.
502 $a Thesis (Ed.D.)--Pepperdine University, 2007.
520 $a Relational trust for the principal underlies the ability of teachers to develop innovative approaches to school improvement and helps elevate the conversations around school reform (Bryk & Schneider, 2002). This study explores the relationship between the teachers' level of trust for the school principal and the social network density of principals' connections with other teachers. More specifically, the level of trust for the principal is correlated with a measure of the frequency of professional exchange among teachers. The research is framed in the context of a shift from a traditional model of education to a community-based model in which relationships and trust are seen as sources of social capital that provide benefits for students, families, and staff. The findings of this study suggest important areas of focus for school leaders as they navigate the increasingly tenuous, accountability-focused sociopolitical environment that seems to exert increasing pressure on the school system and the individuals within the educational community.
520 $a A review of the literature on trust and teacher collaboration reinforces the importance of school leaders that promote high-trust relationships among the teachers. Social capital as a concept and social network analysis as a methodology have been used in educational contexts but have seldom been applied to investigate teacher collaboration.
520 $a In collaboration with SRI International, surveys were collected from 180 teachers at seven different public schools. These surveys included feedback on teachers' social networks and also responses indicating their level of trust for the principal. Analysis of the responses indicated that, in spite of variation among the schools in the degree to which there was a relationship between the 2 variables, there was a coexistence of similar levels of teacher's trust for the principal and teacher connectedness.
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