School Leadership Effect on Student Achievement Through Teacher Trust: A Meta-Structural Equation Modeling Approach

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Abstract

This study meta-analyzes existing research on teacher trust and estimates the indirect effect of school leadership on student achievement through trust, while controlling for socioeconomic status (SES). Meta-Structural Equation Modeling (Meta-SEM) was applied to 271 studies. Results reveal a significant indirect effect of school leadership (β = .091) on student achievement via teacher trust, controlling for SES. Trust significantly predicted student achievement (β = 0.229). The findings of this study suggest that, to improve student learning, school leaders need to build trust in schools and pay equal attention to improving teachers’ trust as they make other efforts to improve instructional programs and teaching practices.

Authors

• Jingping Sun, University of Alabama

• Junqi Lin, University of Alabama