TY  - JOUR
AB  - The conceptual foundations of trust as a multi‐dimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools. An empirical analysis of faculty trust in colleagues and trust in the principal demonstrates that faculty trust is an important aspect of the openness and health of school climate. It is related to the authenticity of both the principal’s and the teachers’ behavior; however, elements of climate and behavior that predict trust in the principal are different from those that predict trust in colleagues. Finally, a research agenda for the study of trust in schools is sketched.
VL  - 36
IS  - 4
SN  - 0957-8234
DO  - 10.1108/09578239810211518
UR  - https://doi.org/10.1108/09578239810211518
AU  - Tschannen‐Moran Megan
AU  - Hoy Wayne
PY  - 1998
Y1  - 1998/01/01
TI  - Trust in schools: a conceptual and empirical analysis
T2  - Journal of Educational Administration
PB  - MCB UP Ltd
SP  - 334
EP  - 352
Y2  - 2024/04/24
ER  -