Skip to main content

Trust and Collaboration in PLC Teams: Teacher Relationships, Principal Support, and Collaborative Benefits

Item

Title
Trust and Collaboration in PLC Teams: Teacher Relationships, Principal Support, and Collaborative Benefits
Abstract/Description
Professional learning communities (PLCs) are being recognized as effective in improving teacher collaboration and student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using five facets of trust, this research sought to clarify the impact of trust among PLC teachers on their team’s collaborative practices. Findings suggested ways that members of successful PLCs built trust. Findings also suggested ways that principals influenced team members’ trust. Successful and unsuccessful PLCs emphasized different facets in describing development of trust, the principal’s role in building trust, and the role of trust in collaboration.
Author/creator
Hallam, Pamela R.
Smith, Henry R.
Hite, Julie M.
Hite, Steven J.
Wilcox, Bradley R.
Date
2015
In publication
NASSP Bulletin
Volume
99
Issue
3
Pages
193-216
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Language
en
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
0192-6365
DOI
10.1177/0192636515602330
URL
Official Publisher's Webpage (SAGE Journals)
Citation
Hallam, P. R., Smith, H. R., Hite, J. M., Hite, S. J., & Wilcox, B. R. (2015). Trust and Collaboration in PLC Teams: Teacher Relationships, Principal Support, and Collaborative Benefits. NASSP Bulletin, 99(3), 193–216. https://doi.org/10.1177/0192636515602330
Item sets
OB Citations: Teacher Collaboration in School Improvement

Export

Comments

No comment yet! Be the first to add one!

I agree with terms of use and I accept to free my contribution under the licence CC BY-SA.

New Tags

I agree with terms of use and I accept to free my contribution under the licence CC BY-SA.