Teacher-principal trust is far more prevalent in top-quartile schools than bottom-quartile schools¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2010: baselines and conditions change

Subclaims¶

q2 i? In top-quartile schools 39 percent of teachers report very strong teacher-principal trust and 47 percent strong trust, while a little less than half of teachers in bottom-quartile schools describe minimal or no trust. → Stuart Luppescu and Holly Hart 2005

Evidence¶

Stuart Luppescu and Holly Hart 2005¶

Stuart Luppescu and Holly Hart. (2005). Sample Elementary 2005: Details of Student and Teacher Responses — Improving Chicago's Schools 2005 Survey Report. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/improving-chicagos-schools-sample-elementary-details-2005

q2 · i? · associational · r2

Summary comparison of teacher-principal trust ratings across systemwide school quartiles in the 2005 survey report. The text adds that 'A little less than half of the teachers in the bottom quartile schools describe minimal or no trust between teachers and principals.'

"In the top quartile, 39 percent of the teachers note very strong trust between teachers and the principal, and another 47 percent describe strong trust."

Discussion¶

Related Claims¶

• Schools with strong essential supports were more likely to sit in communities with strong social capital, low crime, and low density of abused or neglected children — the general claim this finding bears on, with the studies behind it
• Teachers rate principal instructional leadership highly even in many bottom-quartile schools — related
• Teacher-reported trust and influence vary sharply between top- and bottom-quartile schools on leadership measures — possibly the same claim (merge candidate)
• Joint problem solving distinguishes top- from bottom-quartile Chicago high schools: half of top-quartile teachers describe strong processes plus 13 percent very strong, while bottom-quartile teachers most often describe weak processes (46 percent) — related
• Principal leadership regard is nearly unanimous in top quartile schools but low for about 40 percent of teachers in bottom quartile schools — related
• Teacher influence over school decisions is minimal or limited for most teachers in bottom quartile schools but extensive or moderate for most in top quartile schools — related
• Teachers in top-quartile schools hold their principals in high regard as facilitative, inclusive, committed leaders — related