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Teacher Trust Levels And How They Differ Between School Settings And Impact Teacher Involvement In Student Achievement Activities, Gretchen Kaeding Bergan
Teacher Trust Levels And How They Differ Between School Settings And Impact Teacher Involvement In Student Achievement Activities, Gretchen Kaeding Bergan
Dissertations
The No Child Left Behind Act of 2001 has brought accountability to the world of education. The Act’s purpose was to bring a standards-based educational reform process nationally by establishing measurable goals and high academic standards for students and teachers. The mandate to the states from the federal government specified that each state set up incremental assessments of all children, and schools have responded with significant efforts to improve student outcomes. One factor, teacher-to-teacher trust levels, has been shown through research (Bryk & Schneider, 1996) to improve professional working environments and student learning.
This was a comparison study of teacher-to-teacher …
Principal-Teacher’S Decision-Making Power Relationship: A National Study Based On Sass 2003-04 Data, Jiangang Xia
Principal-Teacher’S Decision-Making Power Relationship: A National Study Based On Sass 2003-04 Data, Jiangang Xia
Dissertations
There is a theoretical controversy in the literature of educational leadership over whether principal-teacher’s power relationship is a zero-sum game or a win-win situation. The zero-sum game theory implies that when teachers gain more power, principals have less, and when teachers have less power, principals gain more. In contrast, the win-win theory suggests that to share power with teachers potentially increases principal’s power as well.
There are two issues involved with this controversy: first, researchers debate whether principal-teacher’s power relationship is a win-win situation or zero-sum game, however, the power concept and power relationship were not clearly conceptualized; and, second, …