Climate Change: The Effect of Innovation, Trust, and Leadership on Common Core Beliefs Among District-Wide Educators

• In Event: Examining and Applying School Reform Policies and Initiatives

Abstract

The success of implementing large scale reforms such as the Common Core State Standards (CCSS) greatly depends on the extent to which educators deeply understand the reform policy and initiatives as well as the expectations, values, and resources that support their readiness for making necessary change. The key component driving educators’ action toward implementing reform is their beliefs. This study investigates a longitudinal dataset of K-12 school teachers and principals in one large urban school district serving diverse student populations in California, examining the overtime relationship between educators’ beliefs and trust, leadership and organizational climate. Findings over three time points suggest a consistent and positive relationship between teacher trust in the principal, innovative climate and educators’ beliefs about the CCSS.

Authors

• Yi-Hwa Liou, National Taipei University of Education

• Pete Bjorklund, University of California - San Diego

• Alan J. Daly, University of California - San Diego