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Predictors of Faculty Trust in Flfmfntary Schools: Enabling Bureaucracy, Teacher Professionalism, and Academic Press

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Predictors of Faculty Trust in Flfmfntary Schools: Enabling Bureaucracy, Teacher Professionalism, and Academic Press PREDICTORS OF FACULTY TRUST IN FLFMFNTARY SCHOOLS: ENABLING BUREAUCRACY, TEACHER PROFESSIONALISM, AND ACADEMIC PRESS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jeffrey R. Geist, M.A. ***** The Ohio State University 2002 Approved by Dissertation Committee: Professor Wayne K. Hoy, Adviser Adviser College of Education Professor John Blackburn Professor Scott R. Sweetland Professor Franklin B. Walter UMI Number: 3081919 Copyright 2002 by Geist, Jeffrey Robert All rights reserved. UMI UMI Microform 3081919 Copyright 2003 by ProQuest information and Learning Company. Aii rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Copyright by Jejfrey R. Geist 2002 ABSTRACT Previous research has suggested that trust in schools facilitates collaboration, school health, elementary student achievement, and school effectiveness. The purpose of this study was to investigate predictors of faculty trust in the principal, in colleagues, and in clients (students and parents). Moreover, it was hypothesized that because of a "trust spillover" phenomenon, each of the aspects of faculty trust would be moderately correlated with one another. The sample was composed 146 elementary schools in Ohio. Although data were collected from 4,069 teachers, the unit of analysis was the school. First, factor analysis confirmed the factor structure and construct validity of the trust scales. Then all of the hypotheses were confirmed. Enabling bureaucracy (structure) was positively related with and the best predictor of faculty trust in the principal; teacher professional behavior was positively related with and the best predictor of faculty trust in colleagues; and academic emphasis was positively associated with and the best predictor of faculty trust in clients. Moreover, each of the trust subscales, as expected, was moderately correlated with each other, as were the independent variables. The results also demonstrated that school size had no remarkable effect with any aspect of faculty trust. SES (socioeconomic status) however, was negatively associated with faculty trust in clients and the independent variable, academic emphasis. This result was not unexpected. It should be noted that while this study designated three variables as independent, each of their relationships with faculty trust is most likely bi-directional; that is, the relationships or causality are unclear and probably are reciprocal. 11 Dedicated to my children, Mark Jeffrey and Gail Elizabeth And joyn with thee calm Peace, and Quiet, Spare Fast, that oft with gods doth diet. And hears the Muses in a ring Ay round about Jove’s altar sing. And adde to these retired leasure, That in trim Gardens takes his pleasure; But first, and chiefest, with thee bring. Him that yon soars on golden wing. Guiding the fiery-wheeled throne. The Cherub Contemplation, And the mute Silence hist along. -John Milton, from “11 Penseroso ” Haste thee, nymph, and bring with thee Jest and youthful Jollity, Quips and Cranks, and wanton Wiles, Nods, and Becks, and Wreathed Smiles, Such as hang on Hebe's cheek. And love to live in dimple sleek; Sport that wrincled Care derides. And Laughter holding both his sides. Com, and trip it as you go On the light fantastick toe. And in thy right hand lead with thee. The Mountain Nymph, sweet Liberty. -John Milton, from “L’Allegro” 111 ACKNOWLEDGMENTS Writing and researching are absorbing activities, and for that very reason, there come difficult and unfortunate times in our lives when it is the best possible activity in which to be engaged. I have nothing but gratitude for Dr. Wayne Hoy for the perspicacity, sensitivity, and concern he expressed by simply providing me the opportunity to pursue this study. He is an excellent educator, a charismatic motivator, and for those who are privileged to work with him, a man who inspires abiding loyalty and respect. I am honored to count him as a friend. I appreciate Dr. Scott Sweetland for his friendship, wise counsel, and helpful insights. He had completed the journey on which I embarked, and his guidance and direction are deeply appreciated. His scholarship and dedication to work are exemplary. I am privileged to name Dr. Erank Walter among my committee members. He is an accomplished and widely respected educator, and his frequent encouragement to persist and prevail is appreciated. I enjoyed the conversations we had, and took away from his classroom teachings valuable political insights culled from his many years as state superintendent of Ohio. When I think of the fine education I received from this university, professors like Dr. John Blackburn come to mind. He is a friend and captivating educator who demands the best from his students. His lectures, discussions, and insights are from the wellspring of an imaginative, organized, and humorous mind. His simple encouragement of “Keep smiling” did me more good than ever he knew. IV VITA July 28, 1956 ........................................... Born - Lakewood, Ohio 1978 .......................................................... B.A. Sociology, The Ohio State University 1978-1994................................................ Journeyman Printer and Pressman 1997 .......................................................... M.A. Education, The Ohio State University 1994-1998................................................ Graphic Communications Teacher, South-Western City Schools Grove City, Ohio 1998-199 9................................................ Graduate Research Associate, The Ohio State University 1999-200 0................................................ K-8 Principal, Amanda-Clearcreek S.D., Stoutsville, OH 2000-200 2................................................. Secondary School Administrator, Licking County Joint Vocational School, Newark, Ohio 2002-present............................................. Elementary Principal, Lakewood Local S.D., Hebron, Ohio LILLDS OL STUDY Major Lield: College of Education Educational Policy and Leadership Educational Administration TABLE OF CONTENTS Page Abstract .........................................................................................................................................ii Dedication.................................................................................................................................... iv Acknowledgments ....................................................................................................................... iv Vita................................................................................................................................................. V List of Tables...............................................................................................................................ix CHAPTER 1: INTRODUCTION................................................................................................I Enabling Bureaucracy ..........................................................................................................4 Academic Press .....................................................................................................................9 Teacher Professional Behavior.......................................................................................... II Problem Statement..............................................................................................................12 Purpose Statement...............................................................................................................14 Definition of Terms.............................................................................................................14 Basic Assumptions..............................................................................................................15 Limitations and Delimitations........................................................................................... 16 CHAPTER 2: LITERATURE REVIEW AND HYPOTHESES........................................... 17 Trust .......................................................................................................................................17 Early Experimental Research ............................................................................................ 17 Motivational orientation.............................................................................................. 20 Elements of cooperation.............................................................................................. 22 The Osgood Proposal....................................................................................................23 TIT-for-TAT....................................................................................................................24 Trust as a Personality Trait ................................................................................................. 25 Trust Research in Corporate Organizations..................................................................... 27 The spiral reinforcement model of trust....................................................................27 Stages of executive trust.............................................................................................. 29 Conditions of interpersonal corporate trust...............................................................29
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