The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jingping Sun, Rong Zhang, P. Forsyth
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引用次数: 0

Abstract

Purpose: The purposes of this study were to (1) meta-analyze the effects of teacher trust, and of each trust dimension on student learning in aggregate and in each of the six learning subjects; (2) meta-analyze the effect of school leadership, of each leadership domain, and of different leadership styles on teacher trust; and (3) examine whether school level, subjects, trust dimensions, and leadership styles moderate these abovementioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 83 studies and examine the multiple relationships between school leadership, teacher trust, and student learning mentioned above. Heterogeneity analysis was conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: The study shows that teacher trust had a moderate effect on student learning. School leadership had a large effect on teacher trust. Teacher trust in students and parents contributed to student learning more than the other dimensions of trust. All five domains of school leadership were related to teacher trust, with the effect sizes being large or moderate. Supportive, collegial types of school leadership had the largest effect on the teachers’ trust. Implications for Research and Practice: To improve student learning, school leaders need to enlist all effective practices in order to build trust in schools and pay equal attention to improving teachers’ trust as they do other efforts to improve instructional programs and teaching practices. More efforts are needed from principals to help build teachers’ trust in parents and students.
教师信任对学生学习的影响及教师信任对学校领导的延展性:35年的元分析
目的:本研究的目的是:(1)meta分析教师信任、每个信任维度对学生总体学习和六个学习主题的影响;(2)元分析学校领导、各领导领域、不同领导风格对教师信任的影响;(3)考察学校水平、学科、信任维度和领导风格是否对上述影响有调节作用。研究方法/途径:采用标准的元分析技术,回顾了83项研究,并检验了上述学校领导、教师信任和学生学习之间的多重关系。进行异质性分析以确定调节因子。对这些分析结果的发表偏倚也进行了检查。研究发现:教师信任对学生学习有中等影响。学校领导对教师信任有很大的影响。教师对学生和家长的信任对学生学习的贡献大于其他信任维度。学校领导的所有五个领域都与教师信任相关,效应量有大或中等。支持型、学院型学校领导对教师信任的影响最大。对研究和实践的启示:为了改善学生的学习,学校领导需要争取所有有效的实践,以建立对学校的信任,并在改善教学计划和教学实践的其他努力中同等重视提高教师的信任。校长需要做出更多努力,帮助教师建立对家长和学生的信任。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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