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The relationship between school climate and faculty trust: An exploration across elementary schools in Shanghai
Date of Award
Dissertation - Pacific Access Restricted
Doctor of Education (Ed.D.)
Educational Administration and Leadership
First Committee Member
Second Committee Member
This study was a non-experimental research which has been conducted in Shanghai, China. It aims to explore the relationship between the Shanghai elementary school climate and the level of faculty trust as well as to investigate whether the Shanghai elementary school climate can predict the development of faculty trust. Thirty elementary schools of 726 teachers in Jiading District of Shanghai have participated in this study. Each teacher completed a questionnaire with two measurements: School Climate Index (SCI) and Omnibus Trust Scale (OTS). Both have been translated, revised and tested for reliability and validity in a pilot study in order to better and more accurately measure school climate and faculty trust of the Chinese elementary schools in Shanghai. The criterion variable, faculty trust, was measured from three dimensions: faculty trust in principal, faculty trust in colleagues and faculty trust in clients (parents and students). The predictor variable is the Chinese elementary school climate which has three constructs: collegial leadership, teacher professionalism and academic press. The control variables are school types and faculty's employment type. Results of this study indicated that faculty trust is positively related to all dimensions of Chinese elementary school climate. Despite of different school types and different faculty employment types, each kind of faculty trust has the same set of school climate predators.
Zhang, Li. (2014). The relationship between school climate and faculty trust: An exploration across elementary schools in Shanghai. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/75
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