The trust levels of Omani public school principals and their distributive leadership as perceived by their teachers
(1) * Aieman Ahmad Al-Omari Mail (Faculty of Educational Sciences, The Hashemite University, Jordan)
(2) Yara Yasir Hilal Mail (Department of Educational Foundations and Administration, Sultan Qaboos University, Oman)
*corresponding author

Abstract


Evaluating the relationship between the different components of distributive leadership help researchers and practitioners understand strength of relationships and potentially insight into how they are related with trust levels. The research aims at studying the trust levels of public-school principals in Oman and their distributive leadership as perceived by their teachers in Sultanate of Oman. The study adopts a quantitative research methodology were data was collected using the teacher trust in administration survey with 10 items, and the IB world school distributed leadership survey. A total of 201 teachers participated in the study. The study results indicated that the level of trust level was in moderate level that reported by teachers. All of the dimensions of distributed leadership were in moderate level. The correlation test showed that there was significant positive correlation trust level and all dimensions of distributed leadership. High level of correlation was between “school organization” and trust level (r=.891). Future research may also be explored, focusing on building trust between school leaders and teachers.

Keywords


trust level; distributed leadership; teachers; public schools; Oman

   

DOI

https://doi.org/10.31763/ijele.v4i2.663 		      

Article metrics

10.31763/ijele.v4i2.663 Abstract views : 1411 | PDF views : 401

   

Cite

How to cite item
   

Full Text

Download

References


[1] M. Tschannen-Moran, “Fostering Teacher Professionalism in Schools,” Educ. Adm. Q., vol. 45, no. 2, pp. 217–247, Apr. 2009, doi: 10.1177/0013161X08330501.

[2] D. Van Maele and M. Van Houtte, “Faculty Trust and Organizational School Characteristics,” Educ. Adm. Q., vol. 45, no. 4, pp. 556–589, Oct. 2009, doi: 10.1177/0013161X09335141.

[3] M. Bottery, “Trust: its importance for educators,” Manag. Educ., vol. 18, no. 5, pp. 6–10, Dec. 2004, doi: 10.1177/089202060501800502.

[4] J. D. Werbel and P. Lopes Henriques, “Different views of trust and relational leadership: supervisor and subordinate perspectives,” J. Manag. Psychol., vol. 24, no. 8, pp. 780–796, Nov. 2009, doi: 10.1108/02683940910996798.

[5] S. Oskarsson, T. Svensson, and P. Öberg, “Power, Trust, and Institutional Constraints,” Ration. Soc., vol. 21, no. 2, pp. 171–195, May 2009, doi: 10.1177/1043463109103898.

[6] D. E. Zand, The leadership triad: Knowledge, trust, and power. New York: Oxford University Press on Demand, 1997. Available at: Google Scholar

[7] A. C. Edmondson, R. M. Kramer, and K. S. Cook, “Psychological safety, trust, and learning in organizations: A group-level lens,” in Trust and distrust in organizations: Dilemmas and approaches, vol. 12, no. 2004, 2004, pp. 239–272. Available at: Google Books

[8] L. Lashway, “The landscape of school leadership,” in School leadership: Handbook for excellence in student learning, Corwin Press Thousand Oaks, CA, 2006, pp. 18–37. Available at: Google Scholar

[9] T. J. Sergiovanni, Moral leadership: Getting to the heart of school improvement. ERIC, 1992.doi: 10.1177/019263659207654719

[10] P. M. Senge, “The fifth discipline: The art and practice of the learning organization,” in The Fifth Discipline: The Art and Practice of the Learning Organisation1990, New York: Currency Doubleday, 1990. Available at: Google Scholar

[11] K. Leithwood, B. Mascall, T. Strauss, R. Sacks, N. Memon, and A. Yashkina, “Distributing Leadership to Make Schools Smarter: Taking the Ego Out of the System,” Leadersh. Policy Sch., vol. 6, no. 1, pp. 37–67, Feb. 2007, doi: 10.1080/15700760601091267.

[12] J. B. Shedd and S. B. Bacharach, “Tangled Hierarchies: Teachers as Professionals and the Management of School,” in The Jossey-Bass Education Series, ERIC, 1991. Available at: Google Books

[13] J. P. Spillane and R. Halverson, “Towards a Theory of Leadership Practice: Distributed Perspective,” J. Curric. Stud., vol. 36, no. 1, pp. 3–34, 2004.doi: 10.1080/0022027032000106726

[14] A. Harris, “Teacher Leadership as Distributed Leadership: Heresy, fantasy or possibility?,” Sch. Leadersh. Manag., vol. 23, no. 3, pp. 313–324, Aug. 2003, doi: 10.1080/1363243032000112801.

[15] P. Gronn, “Distributed properties: A new architecture for leadership,” Educ. Manag. Adm., vol. 28, no. 3, pp. 317–338, Jul. 2000, doi: 10.1177/0263211X000283006.

[16] D. Goleman, R. E. Boyatzis, and A. McKee, “The new leaders: Transforming the art of leadership into the science of results.” Little Brown, London, 2002. Available at: Google Scholar

[17] M. Tschannen-Moran and C. R. Gareis, “Faculty trust in the principal: an essential ingredient in high-performing schools,” J. Educ. Adm., vol. 53, no. 1, pp. 66–92, Feb. 2015, doi: 10.1108/JEA-02-2014-0024.

[18] S. Cosner, “Building Organizational Capacity Through Trust,” Educ. Adm. Q., vol. 45, no. 2, pp. 248–291, Apr. 2009, doi: 10.1177/0013161X08330502.

[19] A. Gregory and M. B. Ripski, “Adolescent Trust in Teachers: Implications for Behavior in the High School Classroom,” School Psych. Rev., vol. 37, no. 3, pp. 337–353, Sep. 2008, doi: 10.1080/02796015.2008.12087881.

[20] C. M. Adams and R. C. Miskell, “Teacher Trust in District Administration,” Educ. Adm. Q., vol. 52, no. 4, pp. 675–706, Oct. 2016, doi: 10.1177/0013161X16652202.

[21] M. Tschannen-Moran and W. K. Hoy, “A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust,” Rev. Educ. Res., vol. 70, no. 4, pp. 547–593, Dec. 2000, doi: 10.3102/00346543070004547.

[22] Ç. Erdoğan, “Analysis on the Relationship Between Trust Culture and Prejudices in Primary Schools,” Eurasian J. Educ. Res., vol. 16, no. 63, pp. 153–168, Apr. 2016, doi: 10.14689/ejer.2016.63.9.

[23] J. K. Butler and R. S. Cantrell, “A Behavioral Decision Theory Approach to Modeling Dyadic Trust in Superiors and Subordinates,” Psychol. Rep., vol. 55, no. 1, pp. 19–28, Aug. 1984, doi: 10.2466/pr0.1984.55.1.19.

[24] N. Protheroe, “Implementing and Sustaining School Improvement. Principal’s Research Review: Supporting the Principal’s Data-Informed Decisions,” in National Association of Secondary School Principals (NASSP), vol. 6, no. 2, ERIC, 2011. Available at: Google Scholar

[25] L. K. SMETANA, J. WENNER, J. SETTLAGE, and D. B. MCCOACH, “Clarifying and Capturing ‘Trust’ in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement,” Sci. Educ., vol. 100, no. 1, pp. 78–95, Jan. 2016, doi: 10.1002/sce.21195.

[26] W. K. Hoy and D. J. Sabo, Quality middle schools: Open and healthy. ERIC, 1998. Available at: Google Scholar

[27] V. Handford and K. Leithwood, “Why teachers trust school leaders,” J. Educ. Adm., vol. 51, no. 2, pp. 194–212, Mar. 2013, doi: 10.1108/09578231311304706.

[28] W. K. Hoy, “Faculty trust in colleagues: Linking the principal with school effectiveness,” J. Res. Dev. Educ., vol. 26, no. 1, pp. 38–45, 1992. Available at: Google Scholar

[29] J. Ripley, R. M. Mitchell, and J. A. Richman, “New Superintendents: Trust, Networking, and Social Capital,” J. Sch. Public Relations, vol. 34, no. 1, pp. 40–73, Jan. 2013, doi: 10.3138/jspr.34.1.40.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Aieman Ahmad Al-Omari, Yara Yasir Hilal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

International Journal of Education and Learning
ISSN 2684-9240
Published by Association for Scientific Computing Electronics and Engineering (ASCEE)
W : http://pubs2.ascee.org/index.php/ijele
E : zalik@ascee.org

View IJELE Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.