Teacher-reported trust and influence vary sharply between top- and bottom-quartile schools on leadership measures¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2005 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2010: baselines and conditions change

Subclaims¶

q2 i? In top-quartile schools on Teacher-Principal Trust, 39 percent of teachers report very strong trust and 47 percent strong trust, while in bottom-quartile schools a little less than half describe minimal or no trust. → Luppescu 2005

Evidence¶

Luppescu 2005¶

Luppescu, S., & Hart, H. (2005). Improving Chicago's Schools 2005 Survey Report: Details of Student and Teacher Responses. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/improving-chicagos-schools-sample-high-school-details-2005

q2 · i? · associational · r2

Summary comparison of Teacher-Principal Trust scale responses across school quartiles in the 2005 survey. The report adds that 'A little less than half of the teachers in the bottom quartile schools describe minimal or no trust between teachers and principals,' with 41 percent noting strong and 12 percent very strong trust.

"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¶

• Teachers rate principal instructional leadership highly even in many bottom-quartile schools — related
• Teacher-principal trust is far more prevalent in top-quartile schools than bottom-quartile schools — 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
• Facilitative, inclusive principal leadership and effective principal supervision are associated with more positive trust relations — related
• Teacher views of Local School Council contribution differ sharply between top and bottom quartile schools — related