Megan Tschannen‐moran
Biographic Data
| ID | 3454622 |
|---|---|
| NAME | Megan Tschannen‐moran |
| GIVEN NAMES | Megan |
| FAMILY NAME | Tschannen‐moran |
| SIGNATURE | MORAN M T |
| AFFILIATIONS | William & Mary |
| ORCID | 0000-0003-2608-142X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 786 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 5 |
Principals, Trust, and Cultivating Vibrant Schools
Although principals are ultimately held accountable to student learning in their buildings, the most consistent research results have suggested that their impact on student achievement is largely indirect. Leithwood, Patten, and Jantzi proposed four paths through which this indirect influence would flow, and the purpose of this special issue is to examine in greater depth these mediating variables. Among mediating variables, we assert that trust …
Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play
Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy
This quasi‐experimental study tested the potency of different sources of self‐efficacy beliefs. Respondents were primary teachers (N = 93) in 9 schools who completed surveys of their self‐efficacy beliefs and level of implementation of a new teaching strategy for beginning readers before and after participating in 1 of 4 formats of professional development presenting the same teaching strategy with increasing levels of efficacy‐relevant input. Re…
Fostering Teacher Professionalism in Schools: The Role of Leadership Orientation and Trust
Purpose: Schools necessarily employ elements of a bureaucratic structure to organize the complex task of educating large and diverse groups of students— elements such as a hierarchy of authority, a division of labor, policies, rules, and regulations. Although such a structure is useful, there is a danger that school leaders will overemphasize these elements and so adopt a bureaucratic orientation at the expense of cultivating professionalism in s…
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Background/Context A review of the literature demonstrates that schools are frequently called upon to improve by developing high levels of teacher collaboration. At the same time, there is a paucity of research investigating the extent to which teachers’ collaborative school improvement practices are related to student achievement. Purpose The purpose of this study was to review the literature and empirically test the relationship between a theor…
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement
Collective teacher efficacy (CTE) refers to the collective perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities. Significant positive relationships were found between CTE and student achievement on the grade 8 math, writing, and English tests. In addition, significant relationships were found between the both the instruction and discipline …
A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools
In this article we develop the theoretical argument that teacher trust in students and parents is critical to school success. Next, using survey data collected on 452 teachers and data on achievement in reading and mathematics and on socioeconomic status of 2,536 fourth-grade students in 47 urban elementary schools, we show that trust varied greatly among the elementary schools and that this variation was strongly related to differences among sch…
Teacher efficacy: Capturing an Elusive Construct
Collaboration and the need fortrust
Reform efforts increasingly promote collaboration - admonishing principals to include both teachers and parents in democratic decision processes and encouraging teachers to work toward greater collaboration with their colleagues. The hypotheses that the level of collaboration was related to the level of trust was supported in bivariate correlational analyses. There was a significant link between collaboration with the principal and trust in the p…
A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust
This multidisciplinary review draws on both theoretical and empirical literature on trust spanning the past four decades and brings that literature to bear on relationships of trust in schools. Studies involving a wide variety of methodologies have helped to clarify the meaning of trust in organizational settings. First, the authors examine the importance of trust for schools. Then they explore the nature and meaning of trust and the dynamics of …
Five Faces of Trust: An Empirical Confirmation in Urban Elementary Schools
After an extensive review of the literature on trust, a multi-faceted definition of faculty trust was developed at three organizational levels: trust in principal, trust in colleagues, and trust in clients. Along with a general willingness to risk vulnerability, five faces of trust emerged: benevolence, reliability, competence, honesty, and openness. This conceptual formulation of faculty trust was then subjected to empirical test, which supporte…
Teacher Efficacy: Its Meaning and Measure
The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications …
Teacher efficacy: Capturing an Elusive Construct
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
Collaboration and the need fortrust
Reform efforts increasingly promote collaboration - admonishing principals to include both teachers and parents in democratic decision processes and encouraging teachers to work toward greater collaboration with their colleagues. The hypotheses that the level of collaboration was related to the level of trust was supported in bivariate correlational analyses. There was a significant link between collaboration with the principal and trust in the p…
Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play
Principals, Trust, and Cultivating Vibrant Schools
Although principals are ultimately held accountable to student learning in their buildings, the most consistent research results have suggested that their impact on student achievement is largely indirect. Leithwood, Patten, and Jantzi proposed four paths through which this indirect influence would flow, and the purpose of this special issue is to examine in greater depth these mediating variables. Among mediating variables, we assert that trust …
Teacher Efficacy: Its Meaning and Measure
The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications …
Five Faces of Trust: An Empirical Confirmation in Urban Elementary Schools
After an extensive review of the literature on trust, a multi-faceted definition of faculty trust was developed at three organizational levels: trust in principal, trust in colleagues, and trust in clients. Along with a general willingness to risk vulnerability, five faces of trust emerged: benevolence, reliability, competence, honesty, and openness. This conceptual formulation of faculty trust was then subjected to empirical test, which supporte…
A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust
This multidisciplinary review draws on both theoretical and empirical literature on trust spanning the past four decades and brings that literature to bear on relationships of trust in schools. Studies involving a wide variety of methodologies have helped to clarify the meaning of trust in organizational settings. First, the authors examine the importance of trust for schools. Then they explore the nature and meaning of trust and the dynamics of …
A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools
In this article we develop the theoretical argument that teacher trust in students and parents is critical to school success. Next, using survey data collected on 452 teachers and data on achievement in reading and mathematics and on socioeconomic status of 2,536 fourth-grade students in 47 urban elementary schools, we show that trust varied greatly among the elementary schools and that this variation was strongly related to differences among sch…
Teacher efficacy: Capturing an Elusive Construct
Collaboration and the need fortrust
Reform efforts increasingly promote collaboration - admonishing principals to include both teachers and parents in democratic decision processes and encouraging teachers to work toward greater collaboration with their colleagues. The hypotheses that the level of collaboration was related to the level of trust was supported in bivariate correlational analyses. There was a significant link between collaboration with the principal and trust in the p…
Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement
Collective teacher efficacy (CTE) refers to the collective perception that teachers in a given school make an educational difference to their students over and above the educational impact of their homes and communities. Significant positive relationships were found between CTE and student achievement on the grade 8 math, writing, and English tests. In addition, significant relationships were found between the both the instruction and discipline …
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Background/Context A review of the literature demonstrates that schools are frequently called upon to improve by developing high levels of teacher collaboration. At the same time, there is a paucity of research investigating the extent to which teachers’ collaborative school improvement practices are related to student achievement. Purpose The purpose of this study was to review the literature and empirically test the relationship between a theor…
Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy
This quasi‐experimental study tested the potency of different sources of self‐efficacy beliefs. Respondents were primary teachers (N = 93) in 9 schools who completed surveys of their self‐efficacy beliefs and level of implementation of a new teaching strategy for beginning readers before and after participating in 1 of 4 formats of professional development presenting the same teaching strategy with increasing levels of efficacy‐relevant input. Re…
Fostering Teacher Professionalism in Schools: The Role of Leadership Orientation and Trust
Purpose: Schools necessarily employ elements of a bureaucratic structure to organize the complex task of educating large and diverse groups of students— elements such as a hierarchy of authority, a division of labor, policies, rules, and regulations. Although such a structure is useful, there is a danger that school leaders will overemphasize these elements and so adopt a bureaucratic orientation at the expense of cultivating professionalism in s…
Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play
Principals, Trust, and Cultivating Vibrant Schools
Although principals are ultimately held accountable to student learning in their buildings, the most consistent research results have suggested that their impact on student achievement is largely indirect. Leithwood, Patten, and Jantzi proposed four paths through which this indirect influence would flow, and the purpose of this special issue is to examine in greater depth these mediating variables. Among mediating variables, we assert that trust …
Psychology (10 works) · Teacher Education and Leadership Studies (10 works) · Mathematics education (8 works) · Social Psychology (7 works) · Parental Involvement in Education (6 works) · Pedagogy (6 works) · Computer Science (5 works) · Self-efficacy (5 works) · Sociology (5 works) · Academic achievement (4 works)