How International School Administrators Build Trust

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
Robert Preston Williams, J. Richardson
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引用次数: 0

Abstract

This single-site case study focuses on how administrators in a Vietnamese international school build trust among expatriate teachers to foster informal teacher leadership. A theoretical framework based on Bourdieu’s (1986) social capital theory was used to design the research instruments and analyze the data. Participants took part in semi-structured interviews. Findings suggest that when administrators trust teachers as professionals and listen to their perspective, teachers reciprocate trust back to administrators. Findings also suggest that administrators’ handling of crises generates trust, but constant communication and transparency of information are key. The study highlights the importance of crisis management skills for administrators in international schools as these types of schools tend to be relatively isolated from the host country. The study also highlights the importance of trust for informal teacher leadership as trust was a prerequisite for collaboration. The findings also suggest that administrators play a critical role in building trust. However, administrators’ role is indirect rather than direct. In addition to building trusting cultures, findings suggest that administrators have other means for fostering informal teacher leadership, which should be explored in future research.
国际学校管理者如何建立信任
这项单一地点案例研究的重点是越南一所国际学校的管理者如何在外籍教师之间建立信任,以促进非正式的教师领导力。在设计研究工具和分析数据时,采用了基于布迪厄(Bourdieu,1986 年)社会资本理论的理论框架。参与者参加了半结构化访谈。研究结果表明,当管理者信任教师是专业人士并倾听他们的观点时,教师也会回报管理者信任。研究结果还表明,管理者在处理危机时会产生信任,但持续的沟通和信息透明是关键。研究强调了危机管理技能对国际学校管理者的重要性,因为这类学校往往与东道国相对隔绝。研究还强调了信任对于非正式教师领导层的重要性,因为信任是合作的先决条件。研究结果还表明,管理者在建立信任方面发挥着关键作用。不过,管理者的作用是间接的,而不是直接的。除了建立信任文化之外,研究结果还表明,管理者还可以通过其他方式促进非正式教师领导力的发展,这一点应在今后的研究中加以探讨。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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