Building a climate of faculty trust in students through principal support of student psychological needs
| Autor: | Curt M. Adams, Olajumoke Beulah Adigun |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Research design
Public Administration media_common.quotation_subject 05 social sciences Principal (computer security) 050301 education 050109 social psychology Cognition Interpersonal communication Education Educational leadership Mental representation 0501 psychology and cognitive sciences Conversation Conversation theory Psychology 0503 education Social psychology media_common |
| Zdroj: | Journal of Educational Administration. 59:598-614 |
| ISSN: | 0957-8234 |
| DOI: | 10.1108/jea-08-2020-0188 |
| Popis: | PurposeThis study was designed to test the relationship between principal support of student psychological needs and faculty trust in students. Without direct empirical evidence to draw from, the line of reasoning integrated evidence on social-cognitive processes involved in trust formation and conversation theory to advance two hypotheses: (1) After accounting for school and leadership conditions, principal support of student psychological needs will be related to school differences in faculty trust in students; (2) The relationship between principal support of student psychological needs and faculty trust in students is mediated by a positive view of the teaching task.Design/methodology/approachHypotheses were tested with a nonexperimental, correlational research design using ex post facto data. Due to the hierarchical structure of the data, hypotheses were tested with a 2-2-1 multilevel mediation model in HLM 7.03 with restricted maximum likelihood estimation.FindingsFindings were consistent with the hypothesized relationships – principal support of student psychological needs was related to faculty trust in students and this relationship was mediated by teacher perceptions of the teaching task.Originality/valueSchool research has primarily examined interpersonal antecedents of trust, focusing on behaviors and characteristics that position a person or group as trustworthy. This study extends trust research to the cognitive side of the formation process, calling attention to the function of mental representation in shaping trust discernments. Results suggest that cognitive processes hold promise as both a source of faculty trust in students and as a malleable mental structure that school leaders can shape through conversation. |
| Databáze: | OpenAIRE |
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