The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis
Abstract
Purpose: The purposes of this study were to (1) meta-analyze the effects of teacher trust, and of each trust dimension on student learning in aggregate and in each of the six learning subjects; (2) meta-analyze the effect of school leadership, of each leadership domain, and of different leadership styles on teacher trust; and (3) examine whether school level, subjects, trust dimensions, and leadership styles moderate these abovementioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 83 studies and examine the multiple relationships between school leadership, teacher trust, and student learning mentioned above. Heterogeneity analysis was conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: The study shows that teacher trust had a moderate effect on student learning. School leadership had a large effect on teacher trust. Teacher trust in students and parents contributed to student learning more than the other dimensions of trust. All five domains of school leadership were related to teacher trust, with the effect sizes being large or moderate. Supportive, collegial types of school leadership had the largest effect on the teachers’ trust. Implications for Research and Practice: To improve student learning, school leaders need to enlist all effective practices in order to build trust in schools and pay equal attention to improving teachers’ trust as they do other efforts to improve instructional programs and teaching practices. More efforts are needed from principals to help build teachers’ trust in parents and students.
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Biographies
Jingping Sun is an associate professor in the Department of Educational Leadership, Policy and Technology Studies at the College of Education, University of Alabama. Her research is about educational leadership, policy evaluation and improvement, and research synthesis. Her policy and leadership experience through her work at the Ontario Ministry of Education in Canada before joining the faculty at the University of Alabama was mainly about large-scale development of school and district leaders.
Rong Zhang is a senior Ph.D. student in the department of Educational Leadership, Policy, and Technology Studies at the University of Alabama. Prior to joining the program, she earned M.A. in Education at Nanjing Normal University. Rong has worked as a Graduate Research Assistant on many research projects on school leadership and organizational effectiveness. Her broad research interests include education policy, politics of education, education equality and equity, and the effects of leadership on student learning and outcomes. Recently, Rong as a member of the research team has been working on the review of the publications from the International Successful School Principalship Project led by Christopher Day.
Patrick B. Forsyth is professor emeritus of The University of Oklahoma and Executive Director Emeritus of The University Council for Educational Administration. His research has focused on alienation, professionalization, collective efficacy, school accountability policy, and teacher corps stability. For the past 20 years, his work has centered on various forms of organizational trust, including the publication of two books on school trust: Forsyth, P.B., Adams, C.M. 7 Hoy, W.K. (2011). Collective Trust: Why Schools Can’t Improve Without It. New York: NY: Teachers College Press, and Van Maele, D., Forsyth, P.B. & Van Houtte, M. (Eds.) (2014). Trust and School Life: The Role of Trust for Learning, Teaching, Leading, and Bridging. Dordrecht, Netherlands: Springer.
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- Eğitimde Güven: Bilimsel Yayınların Bibliyometrik Analizi (1990–2024)
- Teacher Academic Optimism: A Path Model to the Impact of School Leadership and School Culture
- How Kindergarten Principals’ Caring Leadership Shapes Teachers’ Work Passion: The Sequential Mediating Roles of Teacher Trust and Teacher Buoyancy
- Trust Dynamics in Spanish Schools: A Comparative Analysis of Leader-Teacher Relationships and Their Impact on Educational Success
- Fleeting or potent? Evaluating the impact of teachers that convey high expectations on middle school math achievement gains
- Development and Validation of the Primary School Students’ Perceived Teacher Trust Behaviors Scale
- Toward Human-Centered Artificial Intelligence in Education: Adaptive Learning Models for Personalized and Equitable Academic Outcomes
- How School Leaders Retain Experienced and Capable Teacher Mentors
- More than just experience? Effects of years of teaching, age, and gender on teachers’ social-emotional and instructional characteristics
- Responsible AI-Powered Learning Architectures for Long-Term Educational Equity
- View More
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