Literaturnachweis - Detailanzeige
Autor/in | Adams, Curt M. |
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Titel | School Disparities in Teacher Trust in Students: What Can Principals Do? |
Quelle | In: Journal of Educational Leadership and Policy Studies, 7 (2023) 1, (25 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2473-2826 |
Schlagwörter | Institutional Characteristics; Differences; Trust (Psychology); Principals; Teacher Student Relationship; Low Income Students; Minority Group Students; Transformational Leadership; Psychological Needs; Student Needs; Teacher Evaluation; Predictor Variables |
Abstract | The intent behind this study was to understand how school principals might work through teachers to engender better trusting teacher-student relationships, particularly in high poverty, high minority schools. Three research questions were advanced for the empirical investigation: (1) What is the relationship between school social composition (e.g. FRL rate and percent students of color) and teacher trust in students? (2) Does Principal Support of Student Psychological Needs moderate the relationship between school composition and teacher trust in students? (3) Do other leadership practices, such as transformational leadership and teacher evaluation, influence teacher trust in students? [Note: The issue number (2) shown in the citation on the PDF is incorrect. The correct issue number is 1.] (As Provided). |
Anmerkungen | Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |