Title: Trust within teaching staff and mutual learning among teachers
Source document: Studia paedagogica. 2017, vol. 22, iss. 2, pp. [67]-95
Extent
[67]-95
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2017-2-5
Stable URL (handle): https://hdl.handle.net/11222.digilib/136521
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
The objective of this paper is to show the way in which trust within a teaching staff translates into mutual learning among teachers. Using a qualitative investigation of two purposively selected schools representing a high and a low level of trust within the teaching staff, we illustrate that trust is a multi-layered phenomenon which in the context of learning among teachers is not necessarily productive to work with as a whole. We therefore separate trust within a teaching staff into the head teacher's trust in teachers, teachers' trust in the head teacher, overall trust among teachers, and finally trust between specific teachers in a learning relationship. We relate these levels of trust within a teaching staff and the three components of this trust—competencies, relationships, and reliability—to the characteristics of mutual learning among the teachers at the selected schools. We conclude that our data shows that the key relationship influencing learning among teachers is that between the head teacher's trust and trust in the head teacher, which has the greatest impact on whether teachers accept the head teacher's concept of professional development and act accordingly. Overall trust among teachers has an influence on the level of independence of learning interactions and awareness of colleagues' learning but not on shared learning content.
Note
This study is one of the outcomes of Czech Science Foundation project no. 13-07234S, Intergenerational Learning across Social Environments (2013–2016).
References
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[37] Price, H. E., & Moolenaar, H. M. (2015). Principal-teacher relationships: Foregrounding the international importance of principals' social relationship for school learning climates. Journal of Educational Administration, 53(1), 93–115. | DOI 10.1108/JEA-11-2014-0134
[38] Printy, S. M. (2008). Leadership for teacher learning: A community of practice perspective. Educational Administration Quarterly, 44(2), 187–226. | DOI 10.1177/0013161X07312958
[39] Rabušicová, M., Brücknerová, K., Kamanová, L., Novotný, P., Pevná, K., & Vařejková, Z. (2016). Mezigenerační učení. Teorie, výzkum, praxe. Brno: Masarykova univerzita.
[40] Runhaar, P., Sanders, K., & Konermann, J. (2013). Teachers' work engagement: Considering interaction with pupils and human resources practices as job resources. Journal of Applied Social Psychology, 43(10), 2017–2030. | DOI 10.1111/jasp.12155
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[48] Youngs, P. (2007). How elementary principals' beliefs and actions influence new teachers' experiences. Educational Administration Quarterly, 43(1), 101–137. | DOI 10.1177/0013161X06293629
[2] Bredeson, P. V. (2000). The school principal's role in teacher professional development. Journal of In-service Education, 26(2), 385–401. | DOI 10.1080/13674580000200114
[3] Brücknerová, K., & Novotný, P. (2016). Intergenerational learning among teachers: Overt and covert forms of continuing professional development. Professional Development in Education, 1–19.
[4] Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.
[5] Bryk, A., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40–45.
[6] Bush, T., & Middlewood, D. (2013). Leading and managing people in education. Thousand Oaks: Sage.
[7] Charmaz, K. (2014). Constructing grounded theory. Thousand Oaks: Sage.
[8] Clarke, A. (2005). Situational analysis: Grounded theory after the postmodern turn. Thousand Oaks: Sage.
[9] Cosner, S. (2009). Building organizational capacity through trust. Educational Administration Quarterly, 45(2), 248–291. | DOI 10.1177/0013161X08330502
[10] Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks: Sage.
[11] Evans, L. (1998). Getting the best out of teachers: Morale, motivation and job satisfaction in the primary school. Education 3–13, 26(1), 26–30.
[12] Fullan, M. (1995). The school as a learning organization: Distant dreams. Theory into Practice, 34(4), 230–235. | DOI 10.1080/00405849509543685
[13] Grecmanová, H. (2003). Klima současné školy. In M. Chráska, D. Tomanová, & D. Holoušová (Eds.), Klima současné české školy. Sborník příspěvků z 11. konference ČpdS (p. 14–27). Brno: Konvoj.
[14] Griffith, J. (2004). Relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance. Journal of Educational Administration, 42(3), 333–356. | DOI 10.1108/09578230410534667
[15] Handford, V. (2011). Why teachers trust school leaders (Dissertation). Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/31776/1/Handford_Catherine_Victoria_201107_EDD_thesis.pdf
[16] Handford, V., & Leithwood, K. (2013). Why teachers trust school leaders. Journal of Educational Administration, 51(2), 194–212. | DOI 10.1108/09578231311304706
[17] Hoy, W. K., & Kupersmith, W. (1984). Principal authenticity and faculty trust: Key elements in organizational behavior. Planning and Changing, 15(2), 80–88.
[18] Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School Leadership, 9(1), 184–208. | DOI 10.1177/105268469900900301
[19] Haiyan, Q., Walker, A., & Xiaowei, Y. (2017). Building and leading a learning culture among teachers: A case study of a Shanghai primary school. Educational Management Administration & Leadership, 45(1), 101–122. | DOI 10.1177/1741143215623785
[20] Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. London: Routledge.
[21] Jacobson, S. L., Johnson, L., Ylimaki, R., & Giles, C. (2005). Successful leadership in challenging US schools: Enabling principles, enabling schools. Journal of Educational Administration, 43(6), 607–618. | DOI 10.1108/09578230510625700
[22] Ježek, S. (2004). Psychosociální klima školy II. Brno: MSD Brno.
[23] Kasl, E., Marsick, V. J., & Dechant, K. (1997). Teams as learners a research-based model of team learning. The Journal of Aplied Behavioral Science, 33(2), 227–246. | DOI 10.1177/0021886397332010
[24] Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching, 11(1), 47–71. | DOI 10.1080/1354060042000337093
[25] Kraft, M. A., & Gilmour, A. F. (2016). Can principals promote teacher development as evaluators? A case study of principals' views and experiences. Educational Administration Quarterly, 52(5), 711–753. | DOI 10.1177/0013161X16653445
[26] Kramer, R. M. (1996). Divergent realities and convergent disappointments in the hierarchical relation. In R. M. Kramer & T. R. Tyler (Eds.), Trust in organizations: Frontiers of theory and research (pp. 216–246). Thousand Oaks: Sage.
[27] Lazarová, B., Pol, M., Hloušková, L., Novotný, P., & Sedláček, M. (2012). Organizační učení v odborných diskurzech. Pedagogická orientace, 22(2), 145–161. | DOI 10.5817/PedOr2012-2-145
[28] Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91(4), 509–536.
[29] Louis, K. S. (2007). Trust and improvement in schools. Journal of Educational Change, 8(1), 1–24. | DOI 10.1007/s10833-006-9015-5
[30] Mulford, B. (2003). School leaders: Changing roles and impact on teacher and school effectiveness. Paris: Education and Training Policy Division, OECD.
[31] Mulford, B., & Silins, H. (2010). Organizational learning in schools. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopaedia of education (pp. 143–150). Oxford: Elsevier.
[32] Novotný, P., & Brücknerová, K. (2014). Intergenerational learning among teachers: An interaction perspective. Studia paedagogica, 19(4), 45–68. | DOI 10.5817/SP2014-4-3
[33] Novotný, P., Pol, M., Hloušková, L., Lazarová, B., & Sedláček, M. (2014). School as a professional learning community: A comparison of the primary and lower secondary levels of Czech basic schools. New Educational Review, 35(1), 163–174.
[34] O'Neill, O. (2002). A question of trust: The BBC Reith Lectures 2002. Cambridge: Cambridge University Press.
[35] Pogodzinski, B., Youngs, P., & Frank, K. A. (2013). Collegial climate and novice teachers' intent to remain teaching. American Journal of Education, 120(1), 27–54. | DOI 10.1086/673123
[36] Pol, M., Hloušková, L., Lazarová, B., Novotný, P., & Sedláček, M. (2013). Když se školy učí. Brno: Masarykova univerzita.
[37] Price, H. E., & Moolenaar, H. M. (2015). Principal-teacher relationships: Foregrounding the international importance of principals' social relationship for school learning climates. Journal of Educational Administration, 53(1), 93–115. | DOI 10.1108/JEA-11-2014-0134
[38] Printy, S. M. (2008). Leadership for teacher learning: A community of practice perspective. Educational Administration Quarterly, 44(2), 187–226. | DOI 10.1177/0013161X07312958
[39] Rabušicová, M., Brücknerová, K., Kamanová, L., Novotný, P., Pevná, K., & Vařejková, Z. (2016). Mezigenerační učení. Teorie, výzkum, praxe. Brno: Masarykova univerzita.
[40] Runhaar, P., Sanders, K., & Konermann, J. (2013). Teachers' work engagement: Considering interaction with pupils and human resources practices as job resources. Journal of Applied Social Psychology, 43(10), 2017–2030. | DOI 10.1111/jasp.12155
[41] Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field. Toronto: University of Toronto.
[42] Stake, R. E. (1995). The art of case study research. Thoasand Oaks: Sage.
[43] Stevenson, M., Hedberg, J. G., O'Sullivan, K. A., & Howe, C. (2016). Leading learning: The role of school leaders in supporting continuous professional development. Professional Development in Education, 42(5), 818–835.
[44] Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. | DOI 10.1007/s10833-006-0001-8
[45] Tschannen-Moran, M., & Hoy, W. (1997). Trust in schools: A conceptual and empirical analysis. Journal of Educational Administration, 36(4), 334–352. | DOI 10.1108/09578239810211518
[46] Wald, P. J., & Castleberry, M. S. (2000). Educators as learners: Creating a professional learning community in your school. Alexandria: ASCD.
[47] Wood, A. L. (2005). The importance of principals: Site administrators' roles in novice teacher induction. American Secondary Education, 33(2), 39–62.
[48] Youngs, P. (2007). How elementary principals' beliefs and actions influence new teachers' experiences. Educational Administration Quarterly, 43(1), 101–137. | DOI 10.1177/0013161X06293629