Teachers' Trust in Role Partners, Intention to Continue in Teaching, and Schools Social Composition in Israel

Urban Education

Volumn 47, Issue 4, 2012, Pages 835-864

  Addi Raccah, Audrey ^a  

^a TEL AVIV UNIVERSITY   (Israel)

Author keywords

parental involvement; school; socioeconomics

Indexed keywords

EID: 84862585468     PISSN: 00420859     EISSN: None     Source Type: Journal    
DOI: 10.1177/0042085912437795     Document Type: Article

References (84)

1. Adams C. M.Improving schools: Studies in leadership and culture. Hoy W. K.DiPaola M., ed. Charlotte, N.C.: Information Age; 2008:29-54.
2. Adams C. M.,Forsyth P. B.,Mitchell R. M.The formation of parent-school trust: A multilevel analysis.Educational Administration Quarterly. 2009;45:4-33.
3. Addi-Raccah A.Gender and teachers' attrition: The occupational destination of former teachers.Sex Roles. 2005;53:739-753.
4. Addi-Raccah A.,Einhorn R.School governance and teachers' attitudes to parents' involvement in schools.Teaching and Teacher Education. 2009;25:805-813.
5. Addi-Raccah A.,Elyashiv-Arviv R.Parent empowerment and teachers professionalism: Teachers' perspective.Urban Education. 2008;43:394-415.
6. Adler P. S.,Kwon S. W.Social capital: Prospects for a new concept.The Academy of Management Review. 2002;27:17-40.
7. Alliance for Excellent Education. (2008). What keeps good teachers in the classroom?Understanding and reducing teacher turnover [Issue brief]. Retrieved from http://www.all4ed.org/files/TeachTurn.pdf.
8. Avis J.Re-thinking trust in a performative culture: The case of education.Journal of Education Policy. 2003;18:315-332.
9. Ball S. J.The teacher's soul and the terrors of performativity.Journal of Education Policy. 2003;18:215-228.
10. Ball S. J.Education policy and social class. Ball Stephen J., ed. London and New York: Routledge; 2006:144-155.
11. Bottery M.The management and mismanagement of trust.Educational Management & Administration. 2003;31:245-261.
12. Bottery M.The challenges of educational leadership. Thousand Oaks, CA: SAGE; 2004:.
13. Bottery M.Trust: Its importance for educators.Management in Education. 2005;18:6-10.
14. Bourdieu P.Education, globalization, and social change. Lauder H.Brown P.Dillabough J. A.Halsey A. H., ed. Oxford, UK: Oxford University Press; 2006:105-118.
15. Bourdieu P.,Wacquant L.An invitation to reflexive sociology. Chicago, IL: Chicago Press; 1992:.
16. Brantlinger E.Dividing classes: How middle class negotiates and rationalizes school resources. New York, NY: Routledge Falmer; 2003:.
17. BrewsterC.RailsbackJ. (2003). Building trusting relations for school improvements: Implications for principals and teachers. Portland, OR: North West Regional Educational Laboratory. Retrieved from http://educationnorthwest.org/webfm_send/463.
18. Bryk A. S.,Schneider B.Trust in schools: A core resource for improvement. New York, NY: Russell Sage; 2002:.
19. Codd J.Teachers as "managed professionals" in the global education industry: The New Zealand experience.Educational Review. 2005;57:193-206.
20. Coleman J. S.Social capital in the creation of human capital.American Journal of Sociology. 1988;94:S95-S120.
21. Coleman J.Foundations of social theory. Cambridge, MA: Harvard University Press; 1990:.
22. The global assault on teaching, teachers, and their union. Compton M.Weiner L., ed. New York, NY: Palgrave Macmillan; 2008:.
23. Creswell J. W.,Miller D. L.Determining validity in qualitative inquiry.Theory into Practice. 2000;39 (3): 124-130.
24. Creswell J. W.,Plano-Clark V. L.Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE; 2007:.
25. Daly A. J.Rigid response in an age of accountability: The potential of leadership and trust.Educational Administration Quarterly. 2009;45:168-216.
26. Edmondson J.,D'Urso A.Considering alternatives for federal education policy in the United States: A critical perspective on "No Child Left Behind.".Critical Studies in Education. 2009;50 (1): 79-91.
27. Evetts J.Introduction-Trust and professionalism: Challenges and occupational changes.Current Sociology. 2006;54:515-531.
28. Forsyth P. B.Improving schools: Studies in leadership and culture. Hoy W. K.DiPaola M., ed. Charlotte, NC: Information Age; 2008:1-27.
29. Forsyth P. B.,Adams C. M. Paper presented at the Annual Meeting of the American Educational Research Association; 2008aNew York, NY; 2008a.
30. Forsyth P. B.,Adams C. M. Paper presented at the Annual Meeting of the American Educational Research Association; 2008bNew York, NY; 2008b.
31. Forsyth P. B.,Laura L. B.,Barnes L. L. B.,Adams C.Trust-effectiveness patterns in schools.Journal of Educational Administration. 2006;44 (2): 122-141.
32. Fresko B.,Kfir D.,Nasser F.Predicting teacher commitment.Teaching and Teacher Education. 1997;13:429-438.
33. Fukuyama F.Trust. New York, NY: Macmillan; 1995:.
34. GeistJ. R. (2002). Predictors of faculty trust in elementary schools: Enabling bureaucracy, teacher professionalism and academic press (Unpublished doctoral dissertation). Ohio State University, Columbus, Ohio. Retrieved from http://etd.ohiolink.edu/send-pdf.cgi/Geist%20Jeffrey%20Robert.pdf?osu1037755186.
35. Giddens A.The consequences of modernity. Stanford, CA: Stanford University Press; 1990:.
36. Goddard R. D.,Salloum S. J.,Berebitsky D.Trust as a mediator of the relationship between poverty, racial composition, and academic achievement.Educational Administration Quarterly. 2009;45:292-311.
37. Goddard R. D.,Tschannen-Moran M.,Hoy W. K.A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools.Elementary School Journal. 2001;102 (1): 3-17.
38. GonenS. (2009). Centralization and decentralization: Principals' perceptions of the role of superintendent and local authority (Unpublished master's thesis). School of Education, Tel-Aviv University, Tel Aviv, Israel.
39. Greene J. C.,Caracelli V. J.,Graham W. F.Toward a conceptual framework for mixed-method evaluation design.Educational Evaluation and Policy Analysis. 1989;11:255-274.
40. Groundwater-Smith S.,Sachs J.The activist professional and the reinstatement of trust.Cambridge Journal of Education. 2002;32:341-358.
41. Guarino C. M.,Santibañez L.,Daley G. A.Teacher recruitment and Retention: A review of the recent empirical literature.Review of Educational Research. 2006;76:173-208.
42. GuinK. (2004). Chronic teacher turnover in urban elementary schools. Education Policy Analysis Archives, 12(42), 1-30. Retrieved from http://epaa.asu.edu/epaa/v12n42/.
43. Helsby G.Changing teachers' work. Buckingham, UK: Open University Press; 1999:.
44. Hickox M.,Moore R.Education for economic survival. Brown P.Lauder H., ed. London, UK: Routledge; 1992:95-116.
45. HirschE.EmerickS. (with ChurchK.FullerE.) (2007). Teacher working conditions are student learning conditions: A report on the 2006 North Carolina teacher working conditions survey. Hillsborough, NC: Center for Teaching Quality. Retrieved from http://www.teachingquality.org/pdfs/twcnc2006.pdf.
46. Hoy W.,Tartar J. C.,Witkoskie L.Faculty trust in colleagues: Linking the principal with school effectiveness.Journal of Research and Development in Education. 1992;26 (1): 38-45.
47. Hoy W. K.,Tschannen-Moran M.Five faces of trust: An empirical confirmation in urban elementary schools.Journal of School Leadership. 1999;9:84-208.
48. Huberty C. J.Issues in the use and interpretation of discriminant analysis.Psychological Bulletin. 1984;95:156-171.
49. Huberty C. J.Applied discriminant analysis. New York, NY: Wiley; 1994:.
50. Hwang Y. R.,Chang C. W.,Kuo C. Paper presented at the Annual American Educational Research Association (AERA); 2007Chicago, IL; 2007.
51. Inbar D.Centralization and School Empowement: From rethoric to practice. Nir A., ed. New York, NY: Nova Biomedical Books; 2009:59-78.
52. Ingersoll R. M.Teacher turnover and teacher shortages: An organizational analysis.American Educational Research Journal. 2001;38:499-534.
53. Ingersoll R. M.Is there really a teacher shortage?. Seattle, WA: A research report cosponsored by the Center for the Study of Teaching and Policy and the Consortium for Policy Research in Education. Document Center for the Study of Teaching and Policy, University of Washington; 2003:.
54. Statistical abstract of Israel 2010-No.61. Jerusalem, Israel: Author; 2010:.
55. Johnson S. M.The workplace matters. Teacher quality, retention, and effectiveness. Washington, DC: National Education Association; 2006:.
56. Klecka W. R.Discriminant analysis. London, UK: SAGE; 1980:.
57. Lachenbruch P. A.Discriminant analysis. New York, NY: Hafner; 1975:.
58. Levin J.,Quinn M.New York, NY: New Teacher Project; 2003:.
59. Lieberman A.,Miller L.Teachers: Transforming their world and their work. New York, NY: Teachers College Press; 1999:.
60. Luo Y.Building trust in cross-cultural collaborations: Toward a contingency perspective.Journal of Management. 2002;28:669-694.
61. Murphy J.Connecting teacher leadership and school improvement. Thousand Oaks, CA: Corwin Press; 2005:.
62. Olsen B.,Sexton D.Threat rigidity, school reform, and how teachers view their work inside current education policy contexts.American Educational Research Journal. 2009;46 (1): 8-4.
63. Pfadenhauer M.Crisis or decline? Problems of legitimisation and loss of trust in modern professionalism.Current Sociology. 2006;54:565-578.
64. Roberston S. L.A class act: Changing teachers' work, the state, and globalization. Studies in Education/Politics. New York, NY: Falmer; 2000:.
65. Roberston S.The global assault on teaching, teachers, and their union. Compton M.Weiner L., ed. New York, NY: Palgrave Macmillan; 2008:11-30.
66. Rubio A.,Rosenblatt Z.Job insecurity of Israeli secondary-school teachers: Sectoral effects. Journal of Educational Administration. 1999;37:139-158.
67. Sachs J.The activist professional.Journal of Educational Change. 2000;1 (1): 77-95.
68. Sachs J. Plenary Address to the British Educational Research Association Conference, Heriot Watt University; 2003Edinburgh; 2003.
69. Shapira-Lishchinsky O.,Rosenblatt Z.Organizational ethics and teachers' intent to leave: An integrative approach.Educational Administration Quarterly. 2009;45:725-758.
70. Siisiäinen M. Paper presented at ISTR Fourth International Conference, Trinity College; 2000Dublin, Ireland; 2000.
71. Smyth J.,Dow A.,Hattam R.,Reid A.,Shacklock G.Teachers' work in a globalizing economy. London, UK: Falmer; 2000:.
72. Tashakkori A.,Teddlie C.Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: SAGE; 1998:.
73. Troman G.Teacher stress in the low-trust society.British Journal of Sociology of Education. 2000;21:331-353.
74. Tschannen-Moran M.Collaboration and the need for trust.Journal of Educational Administration. 2001;39:308-331.
75. Tschannen-Moran M.Trust matters: Leadership for successful schools. CA: Jossey-Bass; 2004:.
76. Tschannen-Moran M.Fostering teacher professionalism in schools: The role of leadership orientation and trust.Educational Administration Quarterly. 2009;45:217-247.
77. Tschannen-Moran M.,Hoy W. K.A multidisciplinary analysis of the nature, meaning, and measurement of trust.Review of Educational Research. 2000;70:547-593.
78. Van Maele D.,Van Houtte M.Faculty trust and organizational school characteristics: An exploration across secondary schools in Flanders.Educational Administration Quarterly. 2009;45:556-589.
79. Van Maele D.,Van Houtte M.The quality of school life: Teacher-student trust relationships and the organizational school context.Social Indictors Research. 2011;100:85-100.
80. Volansky A.To be a teacher. Shtz-Oppenheimer M.Maskit D.Zilbershtrom S., ed. Tel Aviv, Israel: Mofet; 2011:23-53.
81. Wahlstrom K.,Louis K. S.How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility.Educational Administration Quarterly. 2008;44:458-495.
82. WargenY. (2007). Argument regarding Teachers' shortage in Israel, Information of The knesset (the Israel parlament). Retrieved from http://www.knesset.gov.il/mmm/data/pdf/m01804.pdf.
83. Weller-Ferris L.The meanings of teaching. Menlo A.Poppleton P., ed. Westport, CT: Bergin & Garvey; 1999:117-148.
84. Wong J.Control and professional development: Are teachers being deskilled or reskilled within the context of decentralization?.Educational Studies. 2006;32 (1): 17-37.