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The teacher and professional organizations
01 Jan 1956-
About: The article was published on 1956-01-01 and is currently open access. It has received 3 citations till now. The article focuses on the topics: Professional studies & Professional administration.
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01 Jan 2007
TL;DR: In this paper, the authors investigate the role of trust in relationships between school principals and teachers and propose a new conceptual model of trust for educational leaders to predict outcomes of each strategy and to promote student achievement.
Abstract: “TRUST ME, I’M THE PRINCIPAL!” A NEW CONCEPTUAL MODEL OF TRUST FOR EDUCATIONAL LEADERS Bryan W. Blair Department of Educational Leadership and Foundations Master of Education The ultimate aim of this work is to contribute to the knowledge of how trust influences and relates to those practices that best support student development and growth as educated and productive citizens, prepared to share in our democratic society—which is the ultimate purpose of our schools (Dewey & Dewey, 1915). Specifically, this thesis investigates the role of trust in relationships between school principals and teachers. A comparative analysis of available literature was conducted using grounded theory methodologies to inform the development of a proposed conceptual model describing the role of trust in organizational processes within the school, specifically between the principal and the teacher. There is sufficient literature in the realm of leadership theory and organizational behavior and psychology to justify the links among motivation, action, and outcomes. The intent of this treatise is not to spend an inordinate amount of time rehashing these well-established links. What is distinctive in this model is the assertion that trust relationships are a prerequisite for motivation, and therefore the subsequent actions and outcomes of a leadership process. Therefore, a large majority of this work is devoted to developing a strong understanding of trust, the components of trust, and the underlying need for trust. Examples from the literature and personal experience are then used to suggest future study to validate the groundedness of the model and to suggest ways for educational leaders to build trust within their organizations, using the model to predict outcomes of each strategy, and to promote student achievement. Acknowledgements I would like to thank God for his grace and mercy and for sending his Son to Earth to show the perfect example in all things, including leadership. Jesus is the way, the truth, and the light (John 14:6), he is the word of truth and righteousness (Alma 38:9), and the only one in whom we can have perfect trust unto salvation (2 Ne. 22:2, Alma 38:5) I would like to thank my dear wife, Katie, for her love and patience and support while I chase my dreams around the world—especially when works such as this take away from our precious time together. To my sweet daughter Celeste—may you live to see a world where trust overcomes conflict, so that you can be as happy as I am when I hold you. My family on all sides has also been especially gracious and supportive of this effort, for which I am grateful. I would like to thank the members of the department of educational leadership and foundations for their guidance and support. I especially need to thank Dr. Ellen Williams for taking a chance on letting me into the program in the first place, and for her support throughout this process. Dr. Scott Ferrin is, in my estimation, a man with few equals in the academic world. I appreciate his willingness to join my committee at the eleventh hour. Dr. Pam Hallam and Dr. Clifford Mayes have not only been a source of professional wisdom, but a surprisingly limitless source of direction and support. I treasure our joint professional enquiries, but more importantly, I will always treasure our friendship. It is because of professors like those on my committee that I can join with Sir Isaac Newton in saying, “If I have seen further [than certain other men] it is by standing upon the shoulders of giants” (Andrews, Biggs, & Seidel, 1996) To all of my fellow students in the program, and for all those who have ever taken upon them the sacred title of ‘teacher,’ I salute you. For as Cicero noted so long ago, “What greater or better gift can we offer the republic than to teach and instruct our youth?” (R. L. Evans, 1991) On the need for healthy interpersonal relationships: “But she [Nature] has gone further. She has not only forced man into society, by a diversity of wants, which the reciprocal aid of each other can supply, but she has implanted in him a system of social affections, which, though not necessary to his existence, are essential to his happiness. There is no period in life when this love for society ceases to act. It begins and ends with our being.” (Paine, 1995 [1791], p. 552)
16 citations
Cites background from "The teacher and professional organi..."
...Another way teachers seek for a sense of identity is through the debate for education to be classified as a profession and not merely a common vocation (Dewey, 1940; Stinnett, 1953)....
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...Another way teachers seek for a sense of identity is through the debate for education to be classified as a profession and not merely a common vocation (Dewey, 1940; Stinnett, 1953)....
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TL;DR: In this article, the authors focus on the men who must select, assign, evaluate, promote, cultivate, and protect teachers, and they refer to the three or four central, vital areas in the management of schools: selection, appointment, and adjustment of teachers.
Abstract: PERSONNEL administration is generally recognized by school administrators (and professors who teach administrators) as one of the three or four central, vital areas in the management of schools. This chapter, perhaps more than others in this issue of the REVIEW, is addressed to the men who must select, assign, evaluate, promote, cultivate, and protect teachers. When one says "employment practices and working conditions," one has pretty much described the scope of public-school personnel administration. Cross references will be made from time to time to other chapters in this issue, and an effort will be made not to duplicate the analyses of others; however, what is applicable to the practitioners' problem is hard to delimit neatly. In brief, the author sees the function of Chapter IV as organizing certain pertinent publications in appropriate terms for the man who employs and who is responsibile in many ways for working conditions. Cabe (7), Fulkerson (19), and Yeager (85) summarized personnel administration in somewhat similar terms. Yeager's section on selection, appointment, and adjustment of teachers is particularly pertinent in establishing this viewpoint in regard to administrative responsibility. Before entering on a more systematic treatment of the subject, three general references deserve mention for the factual information they provide on a wide variety of topics. The International Bureau of Education (29) issues the International Yearbook of Education which contains reviews of conditions for 60 countries. Information is presented on a topical basis; items, such as teacher shortages, training, and conditions of service, include international comparisons. There are also sections on each country which give other items and greater detail. The 1953 issue was the most recent as of this writing. The 1954 International Conference on Public Education (30) produced a report which provides fascinating facts and figures about working conditions and salaries of secondary-school teachers in the nations of the world. Perspective gained from this report shows that the American high-school teacher is not in every way the most fortunate of those so employed. Garber's Yearbook of School Law (23) gives succinct treatment to a variety of topics related to employment and working conditions. Certification, tenure, contracts, salaries (paid and not paid), failure to answer questions regarding subversive activities, and other pertinent matters were dealt with. 227
2 citations
TL;DR: In this article, the authors address the men who must select, assign, evaluate, promote, cultivate, and protect teachers in public-school personnel administration, and present a review of some pertinent publications in appropriate terms for the man who employs.
Abstract: PERSONNEL administration is generally recognized by school administrators (and professors who teach administrators) as one of the three or four central, vital areas in the management of schools. This chapter, perhaps more than others in this issue of the REVIEW, is addressed to the men who must select, assign, evaluate, promote, cultivate, and protect teachers. When one says \"employment practices and working conditions,\" one has pretty much described the scope of public-school personnel administration. Cross references will be made from time to time to other chapters in this issue, and an effort will be made not to duplicate the analyses of others; however, what is applicable to the practitioners' problem is hard to delimit neatly. In brief, the author sees the function of Chapter IV as organizing certain pertinent publications in appropriate terms for the man who employs and who is responsibile in many ways for working conditions.
1 citations
Cites background from "The teacher and professional organi..."
...Stinnett (76) summarized some basic information, and the Journal of the National Education Association (32) reviewed briefly what the state associations are doing in regard to placement services, salaries, defense committees, retirement, group insurance, recreation, and other items....
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