Trust in District Administration: A Consequential Teacher Belief

• In Event: Administrator Support of School and Teacher Emotional Needs

Abstract

We know a great deal about the performance benefits of trust between internal school actors (e.g. teachers, students, administrators, parents), but less evidence exists on the function of trust in district administration. This study examined the relationship between teacher trust in district administration and teacher need satisfaction. Teacher trust in principal and district administration had statistically significant and moderate direct effects on teacher need satisfaction. Theory and empirical results offer an explanation grounded in the psychological effects of trust. It may be that trust in district administration can make the difference between a school system making progress in its improvement journey and one stuck in a reform churn.

Authors

• Curt M. Adams, University of Oklahoma

• Jam Khojasteh, Oklahoma State University - Tulsa