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The role of trust in different participants in the school community for teachers' efficacy

Dimitri Van Maele UGent and Mieke Van Houtte UGent (2011) Annual meeting of the American educational research association, Proceedings.
abstract
Understanding the sources of different facets of teachers’ sense of efficacy (TSE) is vital in order to enhance teacher effectiveness. Because educational research highlights the importance of teachers’ trust in other school members with respect to schools’ effectiveness and improvement, this study provides answers to the following questions: 1) Does individual teacher trust in students, parents, colleagues, and the principal relate independently to a teacher’s sense of efficacy?, 2) Do teacher trust dimensions relating to distinct reference groups for trust associate differently with TSE for instructional strategies, classroom management, and student engagement?, and 3) Does faculty trust affect TSE above and beyond individual teacher trust effects? Multilevel analyses of data of 2,091 teachers across a representative sample of 80 secondary schools in Flanders (Belgium) demonstrate positive answers to the first two questions. Other teacher characteristics, such as the subject taught and teaching experience, also relate differently to the different TSE-dimensions. These findings indicate the necessity to distinguish between the various facets of teachers’ efficacy beliefs. Faculty trust, and the school context in general, did, however, not influence teachers’ efficacy beliefs. For teacher education and school leadership it is important to understand that teachers’ trust in different reference groups of school participants associates differently with the three facets of TSE. Our findings suggest that school policies that focus on trust-building actions could increase teacher effectiveness.
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author
organization
alternative title
Teacher Trust and Efficacy
year
type
conference
publication status
published
subject
keyword
Teacher Efficacy, Trust, Faculty Trust, Secondary Education, Turnover
in
Annual meeting of the American educational research association, Proceedings
pages
16 pages
publisher
Ghent University, Department of Sociology
place of publication
Ghent, Belgium
conference name
Annual Meeting of the American Educational Research Association
conference location
New Orleans, LA, USA
conference start
2011-04-08
conference end
2011-04-12
language
English
UGent publication?
yes
classification
C1
copyright statement
I have retained and own the full copyright for this publication
id
1219925
handle
http://hdl.handle.net/1854/LU-1219925
date created
2011-05-09 14:04:57
date last changed
2011-05-10 14:39:18
@inproceedings{1219925,
  abstract     = {Understanding the sources of different facets of teachers{\textquoteright} sense of efficacy (TSE) is vital in order to enhance teacher effectiveness. Because educational research highlights the importance of teachers{\textquoteright} trust in other school members with respect to schools{\textquoteright} effectiveness and improvement, this study provides answers to the following questions: 1) Does individual teacher trust in students, parents, colleagues, and the principal relate independently to a teacher{\textquoteright}s sense of efficacy?, 2) Do teacher trust dimensions relating to distinct reference groups for trust associate differently with TSE for instructional strategies, classroom management, and student engagement?, and 3) Does faculty trust affect TSE above and beyond individual teacher trust effects?  Multilevel analyses of data of 2,091 teachers across a representative sample of 80 secondary schools in Flanders (Belgium) demonstrate positive answers to the first two questions. Other teacher characteristics, such as the subject taught and teaching experience, also relate differently to the different TSE-dimensions. These findings indicate the necessity to distinguish between the various facets of teachers{\textquoteright} efficacy beliefs. Faculty trust, and the school context in general, did, however, not influence teachers{\textquoteright} efficacy beliefs. For teacher education and school leadership it is important to understand that teachers{\textquoteright} trust in different reference groups of school participants associates differently with the three facets of TSE. Our findings suggest that school policies that focus on trust-building actions could increase teacher effectiveness.},
  author       = {Van Maele, Dimitri and Van Houtte, Mieke},
  booktitle    = {Annual meeting of the American educational research association, Proceedings},
  keyword      = {Teacher Efficacy,Trust,Faculty Trust,Secondary Education,Turnover},
  language     = {eng},
  location     = {New Orleans, LA, USA},
  pages        = {16},
  publisher    = {Ghent University, Department of Sociology},
  title        = {The role of trust in different participants in the school community for teachers' efficacy},
  year         = {2011},
}

Chicago
Van Maele, Dimitri, and Mieke Van Houtte. 2011. “The Role of Trust in Different Participants in the School Community for Teachers’ Efficacy.” In Annual Meeting of the American Educational Research Association, Proceedings. Ghent, Belgium: Ghent University, Department of Sociology.
APA
Van Maele, D., & Van Houtte, M. (2011). The role of trust in different participants in the school community for teachers’ efficacy. Annual meeting of the American educational research association, Proceedings. Presented at the Annual Meeting of the American Educational Research Association, Ghent, Belgium: Ghent University, Department of Sociology.
Vancouver
1.
Van Maele D, Van Houtte M. The role of trust in different participants in the school community for teachers’ efficacy. Annual meeting of the American educational research association, Proceedings. Ghent, Belgium: Ghent University, Department of Sociology; 2011.
MLA
Van Maele, Dimitri, and Mieke Van Houtte. “The Role of Trust in Different Participants in the School Community for Teachers’ Efficacy.” Annual Meeting of the American Educational Research Association, Proceedings. Ghent, Belgium: Ghent University, Department of Sociology, 2011. Print.