Relational Trust measures built from teacher-parent, teacher-principal, and teacher-teacher trust scales across 1991, 1994, and 1997¶

Element · All elements
Evidence · 4 claims (3 for, 1 mixed) · 4 studies (3 associational, 1 design), q2–q3 · 0 of 4 report an effect size · 4 claims rest on one study

Description¶

Relational Trust is measured in three survey waves. The 1991 Trust measure combines Teacher-Parent Trust, Teacher-Principal Trust, and Teacher Reports of Conflict (386 schools); the 1994 measure adds Teacher-Teacher Trust (253 schools); and the 1997 measure combines Teacher-Parent Trust, Teacher-Principal Trust, and Teacher-Teacher Trust (397 schools). The 1994 Teacher-Teacher Trust scale includes items such as "Teachers in this school trust each other" and "It's O.K. in this school to discuss feelings, worries, or frustrations with other teachers," with individual reliability 0.85 and school reliability 0.67.

Design Implications¶

Context¶

Requirements¶

• Teacher survey responses on trust, respect, and conflict items in the 1991, 1994, and 1997 waves

Constraints¶

• Teacher-Parent Trust, Teacher-Principal Trust, and Teacher Reports of Conflict are noted as not being Rasch measures in the 1991 wave

Target Learners¶

• elementary school teachers and principals in Chicago Public Schools

Target Learning Goals¶

• measuring relational trust within schools as a condition for improvement

Claims¶

• Over two decades, Chicago teachers reported increasing program coherence and higher trust in their principals [+W]
• Teacher-reported trust and influence vary sharply between top- and bottom-quartile schools on leadership measures [+W]
• High-trust schools are hypothesized to show greater teacher commitment, orientation to innovation, parent outreach, and collective responsibility [~W]
• Chicago high school teachers reported better communication and more positive relationships with parents in 1997 than in 1994 [+W]

Related Elements¶

• Teacher instructional guidance measures of basic-skills and application-oriented emphasis in language arts and math
• Rasch rating-scale analysis methodology for deriving school survey measures
• Improving Chicago Schools 1997 student and teacher surveys
• Student-reported learning climate measures covering academic press, personalism, peer support, classroom behavior, engagement, and safety

Examples¶

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Key Sources¶

• Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth, Stuart Luppescu, John Q. Easton. (2009). Survey Measures, Factors, Composite Variables, and Items Used in Organizing Schools for Improvement: Lessons from Chicago. University of Chicago Press. https://consortium.uchicago.edu/publications/organizing-schools-improvement-lessons-chicago