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Principal Influence and Faculty Trust: An Analysis of Teacher Perceptions in Middle Schools

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Trust and School Life

Abstract

This chapter explores the relationships between three salient dimensions of faculty trust and principal influence in elementary schools. The general hypothesis of the investigation is that principal influence is positively related to school trust; however, trust is viewed from a multi-dimensional perspective in relation to influence. Hence, the research explains the extent to which principal influence predicts three specific aspects of organizational trust and targets the school as the unit of analysis. Using descriptive, correlational and multiple regression analyses the general hypothesis that principal influence would predict trust is supported; however, only one dimension of trust was found to be predicted by principal influence.

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Authors and Affiliations

  1. University of Texas at San Antonio, College of Education and Human Development, One UTSA Circle, 78249, San Antonio, TX, USA

    Page A. Smith

  2. Northside Independent School District, 1725 Richland Hills Drive, 78251, San Antonio, TX, USA

    Adrian A. Flores

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  1. Page A. Smith
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  2. Adrian A. Flores
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Correspondence to Page A. Smith .

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Editors and Affiliations

  1. Ghent University, Ghent, Belgium

    Dimitri Van Maele

  2. University of Oklahoma, Tulsa, Oklahoma, USA

    Patrick B. Forsyth

  3. Ghent University, Ghent, Belgium

    Mieke Van Houtte

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Smith, P., Flores, A. (2014). Principal Influence and Faculty Trust: An Analysis of Teacher Perceptions in Middle Schools. In: Van Maele, D., Forsyth, P., Van Houtte, M. (eds) Trust and School Life. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8014-8_12

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