Teacher Trust (trust is key to teachers (Van Maele and Van Houtte, 2014)…
trust is key to teachers (Van Maele and Van Houtte, 2014)
Trust in teachers creates greater job satisfaction and commitment (Price, 2012; Van Maele and Van Houtte, 2009).
teachers need to be trusted to use their professional discretion in order to do their job effectively (Tschannen-Moran, 2009)
trust in teachers supports the schools innovative climate (Van Maele and Van Houtte, 2012)
trust fosters satisfaction, however this is currently lacking in many schools (Van Maele and Van Houtte, 2012)
trust from the school leadership and fellow teachers is found to be especially key to job satisfaction (Van Maele and Van Houtte, 2012)
broken down into principal trust, teacher trust, parent trust and student trust (Van Maele and Van Houtte, 2012)
lack of trust in a school can affect job attitude/behaviour, commitment, involvement, learning, motivation to leave, effectiveness, satisfaction and burnout (Van Maele, Moolenaar and Daly, 2015).
When teachers are offered the choice to get information from a trusted colleague or an expert, most choose the trusted colleague. This shows how important trust is in professional development. (Van Maele, Moolenaar, Daly, 2015).
"Bureaucratic Orientation [in schools] embodies an implicit distrust of teachers and the contributions they have to offer" (Tschannen-Moran, 2009, p.220)
ignores teacher capabilities (Tschannen-Moran, 2009)
administrators use their power to discipline teachers into compliance (Tschannen-Moran, 2009)
So uncooperative and irresponsible teachers do what the school prescribes (Tschannen-Moran, 2009)
reinforces the lack of trust in teachers (Tschannen-Moran, 2009)
assumes that teachers are motivated by a paycheck rather than the teaching and without close supervision teachers would cut corners, lack effort and not do their jobs properly (Tschannen-Moran, 2009)
causes a lack of communication, lower motivation and morale, stifle effectiveness and efficiency (Tschannen-Moran, 2009)
Teachers said communication with school leaders is "hampered in suspicion" (p.222), they avoid conversations to avoid confrontation and feel they need to be careful about what they say. Actively avoid contact with school leaders. (Tschannen-Moran, 2009)
overspecifying job requirements (Tschannen-Moran, 2009)
teachers become resentful and withdrawn (Tschannen-Moran, 2009)
"teacher-proofing the curriculum" (Tschannen-Moran, 2009, p.220)
undermines the professional status of teachers (Tschannen-Moran, 2009)
impedes student achievement and growth - students need the motivation, knowledge and discretion teachers have to allow them to succeed, even with diverse needs(Tschannen-Moran, 2009)
the ability of teachers being able to take risks is key in pupil learning and development (Van Maele, Moolenaar and Daly, 2015)
"professional orientation is grounded in trust - specifically, that teachers have the knowledge and ethical orientations to be granted greater autonomy and discretion in the conduct of their work" (Tschannen-Moran, 2009, p.221).
school leadership trusts teachers to make good judgements based on the needs of the students (Tschannen-Moran, 2009)
the concern is that teachers need to be monitored to make sure they are doing their duty to the students, but wit ha more trusting environment comes more open conversation where mistakes are seen as lessons and it is not shameful to ask for help (Tschannen-Moran, 2009)
supports underperforming teachers through professional development rather than manipulation and treats of punishment, this does not mean there are no consequences but that leadership and teachers work together and trust each other (Tschannen-Moran, 2009)
Burnout more likely when their is a lack of trust between teachers and their colleagues, principals and students (Van Maele and Van Houtte, 2014)
trust can either strengthen and support teachers or create burnout (Van Maele and Van Houtte, 2014)
the overstandardisation of work = less job satisfaction, motivation, commitment and creativity (Tschannen-Moran, 2009)
In teaching a high amount of power and authority is controlled by organisational leaders and as you move towards teachers there is less power (like a pyramid). Other professionals, eg: doctors and lawyers, are reversed (inverted pyramid with the concentration of power and authority is directed by the expertise of the professionals, who are allowed to respond to the needs of the clients. Unlikely this would ever work in public schools, but maybe combine the 2? (Tschannen-Moran, 2009).
accountability and government policies are making schools more rigid, but this causes less progress as teachers need to be allowed to be flexible in their teaching to reach all children - this is more likely to happen in a school rooted in trust (Tschannen-Moran, 2009)
"policy makers do not trust teachers to make responsible, educationally-appropriate judgements" (Darling-Hammond, 1988, pp.63-64)
When teachers are trusted to use their professional judgement they have more energy and enthusiasm for their job (Tschannen-Moran, 2009)
Teachers lack extrinsic motivation - low pay/promotional opportunities. Teacher motivation is intrinsic - from their work and interactions with students and colleagues. If a teacher is not trusted to do their work they will lose their intrinsic motivation, leaving them feeling unsatisfied with their work (Van Maele and Van Houtte, 2012)
"Trust among teachers has been called the backbone of a strong and sustainable learning community" (Van Maele, Moolenaar and Daly, 2015, p.2)
The more trust leadership shows to staff as a whole (faculty trust) the more likely teachers are to trust their peers, making the entire school a trusting and open environment (Van Maele, Moolenaar and Daly, 2015)
Teachers have a lack of control and ownership over work; they are not given the professional trust they deserve (Bubb and Earley, 2004)
"When teachers' work becomes excessively regulated, a host of unintended and negative consequences can result, such as job dissatisfaction, reduced commitment, burnout, loss of self-esteem and early departure from the profession (Valli and Buese, 2007, p.521)