Principal influence and faculty trust: An analysis of teacher perceptions in Texas middle schools

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dc.contributor.advisorSmith, Page A.
dc.contributor.authorFlores, Adrian A.
dc.contributor.committeeMemberShoho, Alan
dc.contributor.committeeMemberClifford, Richard
dc.contributor.committeeMemberGarza, Encarnación
dc.date.accessioned2024-02-09T21:12:18Z
dc.date.available2024-02-09T21:12:18Z
dc.date.issued2009
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThere is compelling evidence that the principles of influence are powerful tools of persuasion. Their application to education is still in its infancy. On the contrary, trust is documented to cultivate a supportive school environment, open communication, and collaborative decision-making processes. School leaders can benefit from understanding how the influential nature of the campus principal influences faculty trust, a known factor contributing to campus effectiveness. Therefore, the primary objective of this study was to explore the relationships between principal influence and the three dimensions of faculty trust. The general hypothesis of this study is that principal influence is positively related to school trust; however, school trust is viewed from the multi-dimensional perspective in relation to the faculty's collective trust in the principal, colleagues, and clients. Hence, the research addresses to what extent principal influence is a predictor of organizational trust. Data was collected from teachers at 29 middle schools in south central Texas using the Omnibus T-Scale and the Persuasion Index. Correlation coefficients were calculated for principal influence on each of the aspects of faculty trust. Factor analyses were also performed on variables from the Omnibus T-Scale and the Persuasion Index. The general hypothesis that principal influence is positively related to school trust was sustained to a limited extent. A more refined analysis of the relationships indicated that principal influence emerged as a statistically significant predictor of school trust. Furthermore, the instruments employed in this study were found to have solid factor structures comparable with their theoretical foundations.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent310 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781109123227
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3605
dc.languageen
dc.subjectAdministration
dc.subjectCompliance
dc.subjectInfluence
dc.subjectPersuasion
dc.subjectPrincipals
dc.subjectTrust
dc.subject.classificationEducational administration
dc.subject.classificationMiddle school education
dc.subject.classificationSocial psychology
dc.subject.classificationSecondary education
dc.titlePrincipal influence and faculty trust: An analysis of teacher perceptions in Texas middle schools
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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