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The concept of organizational justice is defined, and, based on a review of the literature, ten principles of organizational justice are elaborated. Similarly, the elements of faculty trust are conceptualized and discussed. Then, a model of organizational justice and trust is proposed and tested using path analysis. The results underscore the symbiotic relations between trust and justice. The paper concludes with a few suggestions for future research and recommendations for practice.

The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement.

Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables.

The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement.

Limitations of the study include the use of a single form to collect participants’ responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample.

The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs.

Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools.

This research aims to analyse student bullying and faculty trust in elementary schools in the state of Texas.

Two dimensions of school bullying (teacher protection and student bullying) and three aspects of faculty trust (in clients, colleagues and the principal) were examined.

In general, the better the organizational trust of a school, the less student bullying. In addition, the greater degree of faculty trust in a school, the more teacher protection was evident. However, as predicted, different dimensions of faculty trust were more or less important in affecting the aspects of student bullying. In addition, two simple and parsimonious research instruments designed to measure salient organizational characteristics are identified.

This study represents an addition to the extant literature on bullying in schools; particularly the relationship between organizational trust and school bullying. It, however, represents a beginning and not an end to the examination of school bullying and trust. Hence, questions remain. For example, what are the institutional mechanisms that foster school trust? To what extent does each of the aspects of trust examined in this study relate to school bullying as perceived by students? To what extent is the collective efficacy of the faculty related to school bullying? Does faculty gender influence teacher perceptions of organizational trust and school bullying?

One of the more important findings of this study was that teacher trust in the principal did not play an important role in encouraging staff to protect students from their peers. The current research reaffirms the need for principals to assume an active role in ensuring that teachers do not disassociate themselves from attempts to monitor, regulate and confirm incidents of student aggression.

This study provides further groundwork to assist school administrators in identifying other areas sensitive to school‐based aggression and trust issues such as after school events, extracurricular activities and parent‐teacher interactions.

The purpose of this paper is to examine the role of collective teacher efficacy, academic press and faculty trust, all of which are components of academic optimism (AO), in predicting school innovation. In addition, the authors explored the extent to which faculty trust mediates the association between collective teacher efficacy and academic press with school innovation.

In all, 1,009 teachers from 79 schools in Northern Israel completed anonymous questionnaires about AO and innovation. Aggregation, descriptive statistics, bivariate correlation analyses and mediation analysis were performed to analyze the data.

Results showed that the components of AO, i.e., collective teacher efficacy, academic press and trust, were positively correlated to school innovation, and that trust mediated the relationship between collective teacher efficacy and school innovation. The study results confirmed that AO holds a significant predictive value in school innovation and highlights the importance of trust in supporting innovation.

As school leaders are challenged to foster innovative new practices in their schools, the findings suggest that they will need to know how to cultivate collective teacher efficacy, academic press and faculty trust.

This is the first study to examine the role of the components of AO in predicting innovation. By using a robust sample, the authors were able to examine the proposed school-level model with respect to the factors that affect school innovation. Originality also lies in the organizational approach to educational innovation in relation to faculty’s beliefs and behaviors.

The purpose of this study is to test the validity of using collective trust as a social indicator of instructional capacity.

A hypothesized model was advanced for the empirical investigation. Collective trust was specified as a latent construct with observable indicators being principal trust in faculty (PTF), faculty trust in principal (FTP), faculty trust in colleagues (FTC), and faculty trust in students (FTS). It was hypothesized that enabling school structure is directly related to the latent collective trust construct and collective trust is directly related to school performance. Data were collected in the spring of 2010/11 from teachers and students in 85 schools in an urban school district in a southwestern state. A partially latent structural regression model was tested in AMOS 7.0.

Results of the measurement model support the theoretical relationship among faculty trust in principal, faculty trust in colleagues, faculty trust in students, and principal trust in faculty. Both directional hypotheses were supported: enabling school structure had a strong, direct effect on a culture collective trust and collective trust had a strong, direct effect on school performance.

The sample consisted of schools in one urban district in the southwestern part of the USA, and collective trust only operationalized the social dimension of instructional capacity.

Regular and consistent measures of collective trust have the potential to improve how administrators at site and district levels manage the implementation of improvement strategies designed to build capacity.

Many theoretical discussions treat trust as a constitutive property of capacity building, but few studies have empirically tested a priori models that specify relationships among structures and processes aligned with instructional capacity, collective trust, and school performance.

The purpose of this paper is to trace a 40‐year research journey to identify organizational properties that foster the achievement of all students, regardless of socio‐economic status (SES).

The author describes a search for school properties that have an impact on the cognitive and social‐emotional development of faculty and students, with special emphasis on academic achievement.

Three characteristics of schools were identified that make a positive difference for student achievement controlling for the SES: collective efficacy, collective trust in parents and students, and academic emphasis of the school. Further these three measures are elements of a latent construct, academic emphasis of school, which is a powerful predictor of student achievement regardless of SES.

The paper identifies school variables that are often as important, or more important, than SES in explaining academic achievement, and a new model is created to explain how academic optimism influences student achievement.

The purpose of this paper is to consider trust as an important relational source in schools by exploring whether trust lowers teacher burnout. The authors examine how trust relationships with different school parties such as the principal relate to distinct dimensions of teacher burnout. The authors further analyze whether school-level trust additionally influences burnout. In doing this, the authors account for other teacher and school characteristics.

The authors use quantitative data gathered during the 2008-2009 school year from 673 teachers across 58 elementary schools in Flanders (i.e. the northern Dutch-speaking region of Belgium). Because teacher and school characteristics are simultaneously related to burnout, multilevel modeling is applied.

Trust can act as a buffer against teacher burnout. Teachers’ trust in students demonstrates the strongest association with burnout compared to trust in principals or colleagues. Exploring relationships of trust in distinct school parties with different burnout dimensions yield interesting additional insights such as the specific importance of teacher-principal trust for teachers’ emotional exhaustion. Burnout is further an individual teacher matter to which school-level factors are mainly unrelated.

Principals fulfill an important role in inhibiting emotional exhaustion among teachers. They are advised to create a school atmosphere that is conducive for different kinds of trust relationships to develop. Actions to strengthen trust and inhibit teacher burnout are necessary, although further qualitative and longitudinal research is desirable.

This paper offers a unique contribution by examining trust in different school parties as a relational buffer against teacher burnout. It indicates that principals can affect teacher burnout and prevent emotional exhaustion by nurturing trusting relationships in school.

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.

The importance of teacher leadership in enhancing school outcomes is recognized, but there remains a scarcity of research addressing the conditions for principals to nurture such leadership. This study examined how school contextual factors, i.e. faculty trust and academic emphasis, moderate the impact of principals' distributed leadership lon teacher leadership.

A nationwide survey was conducted among junior high school teachers in Taiwan. The sample encompassed schools from different geographical regions and sizes, yielding a total of 1,340 valid responses. Hierarchical regression analyses were employed to analyze the potential moderating effects of interest.

There were interactive effects of principals' distributed leadership and school contextual factors on teachers' adoption of leadership roles. The impact of principals' distributed leadership on teacher leadership was amplified in environments marked by elevated levels of trust relations and reduced academic emphasis.

This study uncovers the critical prerequisites principals must address to cultivate teacher leadership. To effectively encourage heightened teacher engagement in leadership, principals must place a premium on nurturing trusting relations with their teaching staff and acknowledge that the influence of their leadership might be lessened in an environment where credentialism holds sway.

The exploration into faculty trust and academic emphasis yields insights into the conducive conditions for principals to foster teacher leadership. The identified attenuating impact of academic emphasis on principal effect within an Asian societal context highlights its significance not only as an organizational property but also as a manifestation of national cultural values.

The aim of this study was two‐fold: to demonstrate a general construct of schools called academic optimism and to show it was related to student achievement in urban elementary schools, even controlling for socioeconomic factors, and school size.

Data were collected from 99 urban elementary schools in Texas and multiple regression and factor analyses were used to test a series of hypotheses guiding the inquiry.

The major hypotheses of the study were supported; academic optimism was a second‐order construct comprised of collective efficacy, faculty trust, and academic optimism. Moreover, academic optimism is a school characteristic that predicts student achievement even controlling for socioeconomic status.

The results support Bandura's social cognitive theory, Coleman's social capital theory, Hoy and Tarter's work on organizational climate, and demonstrate the existence of a cultural property of schools called academic optimism. Further, the findings have practical implications for developing strategies to improve the academic performance of urban schools.

The findings demonstrate the existence of a new collective construct, academic optimism, which has the potential to help improve the effectiveness of schools.