Faculty Trust in Principal, Faculty Trust in Colleagues, and Collective Responsibility

• In Event: 65.022 - Leveling the Playing Field: Leadership Practices, School Climate, and Student Achievement in Northwestern Alabama

Abstract

Objectives
This study investigated faculty trust in the principal, collegial trust, collegial principal leadership, and how they are related to collective responsibility. “Trust involves taking risks and making oneself vulnerable to another with confidence that the other will act in ways that are not detrimental to the trusting party” (Hoy and Tschannen-Moran, 2003, p. 183).
Collegial trust is the faculty’s belief that teachers can depend on one another in difficult situations; teachers can rely on the integrity of their colleagues (Hoy, Tarter, & Kottkamp, 1991). Collegial leadership is principal behavior directed toward meeting both social needs of the faculty and achieving the goals of the school (Hoy, et al., 2002). Collective responsibility is the faculty’s willingness to take responsibility for the learning of their students (Lee & Smith, 1996).
The study results contribute to the small pool of research on collective responsibility.
Theoretical Framework
Research indicates strong links between collegial behavior, faculty trust in colleagues, and effectiveness (Tarter, Sabo, & Hoy, 1995). Trust as a construct related to collective responsibility is grounded in the logic that building trust between teachers leads to the development of school cultures that promote teacher collaboration (Whalan, 2012). Collective responsibility is linked to the constructs of professional community and professional development where trust is a key feature in building relationships and collaboration (Bryk & Schnedier, 2002; Geist & Hoy, 2004; Tschannen-Moran, 2001). It was hypothesized that collective responsibility is influenced by faculty trust in the principal, collegial trust, and collegial principal leadership while controlling for socio-economic status (SES).
Methods of Inquiry and Data Source
The data, a convenience sample, were gathered during regularly scheduled faculty meetings from 60 elementary schools in Northwest Alabama. SES data were calculated as the percentage of free and reduced lunch. The unit of analysis was the school.
Results
A correlational analysis indicated a significant relationship between trust in colleagues and collective responsibility. A significant relationship was not indicated between trust in the principal and collective responsibility or collegial principal leadership and collective responsibility. Also, noteworthy was the finding that SES was not a significant influencer of collective responsibility. The combined influence of the three independent variables along with SES explained 48% of the variance in collective responsibility (Adj. r2 = .48**, p < .01). Trust in colleagues was the strongest predictor of collective responsibility (β = .74**, p < .01).
Scholarly Significance
An exhaustive search of the literature suggests that this was the first study examining the relationship between faculty trust in the principal, collegial trust, collegial principal leadership, and collective responsibility. This study confirmed a positive correlation between collegial trust and collective responsibility. Although faculty trust in the principal was not a significant predictor of collective responsibility as hypothesized, it is an indirect influencer of collegial trust which was found to be a predictor of collective responsibility. This study should guide school leaders and teachers as they work together to increase the collective responsibility within their schools.

Author

• Paige A Terry, The Lawrence County Board of Education Moulton Alabama