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| 說明 | 233 p |
| 附註 | Source: Dissertation Abstracts International, Volume: 45-02, Section: A, page: 0365 |
| Thesis (Educat.D.)--Rutgers The State University of New Jersey - New Brunswick, 1983 |
| Trust has received little attention in empirical research in education; hence, the initial purpose of the present study was to define trust constitutively and to develop and validate an operational measure of the concept |
| Trust was defined as a general expectancy held by teachers that the word, promise, and written or oral statement of another individual, group or organization could be relied upon. Faculty trust was conceived as a multidimensional concept with three aspects: trust in principal, trust in colleagues, and trust in school organization |
| Seven hypotheses were tested. Hypothesis 1 proposed a positive relationship between the three dimensions of faculty trust. Hypotheses 2, 3, and 4 proposed positive relationships between perceived authenticity and the three dimensions of trust. Hypotheses 5, 6, and 7 examined the relationships of twelve aspects of leader behavior and dimensions of trust |
| Data were collected from 944 elementary teachers in New Jersey, and the major hypotheses were supported. The three aspects of trust were found to be moderately related with each other. Perceived authenticity of the principal was strongly related to trust in the principal and trust in the organization, but was only moderately related to trust in colleagues |
| A principal component analysis revealed two factors of leader behavior that accounted for 80.3% of the variance: Factor I, Person-oriented; and Factor II, System-oriented. Principal behavior characteristics of Factor I--Consideration, Tolerance of Freedom, and Tolerance of Uncertainty--accounted for the greatest explanation of trust in elementary schools. While Factor II principal behavior; that is, Initiating Structure, Production Emphasis, Representation, Role Assumption and Persuasion; only related with trust in the school organization. Age and experience were negatively and modestly related to faculty trust in the principal; and size of the school had a negative correlation to trust in organization |
| Conformation of the theoretical predictions relating aspects of trust to perceived principal behavior supported the construct validity of the trust scales. Researchers now have a reasonably reliable and valid set of measures to study trust in school organizations |
| School code: 0190 |
| 主題 | Education, Administration |
| 0514 |
