Abstract
Better understanding reform and the application of innovative practice has the potential to improve educational outcomes. Principals, in particular, have been increasingly tasked and held responsible for implementing reform efforts as well as fostering climates that support innovative practices. However, what remains understudied in the reform equation is the relationship between and among principals in underperforming systems. In responding to this gap, we examine the relationships between perceptions of trust and innovative climate and the social networks of principals in three school districts that are engaged in reform efforts. Findings suggest that perceptions of trust and innovative climate among the principals significantly explained the principals’ ability to effectively and efficiently connect to other principals in terms of exchanging advice related to reform. This chapter offers a useful and unique contribution the broader trust and innovative climate literature as well as to our understanding of the relational patterns between principals.
| Original language | English |
|---|---|
| Title of host publication | Trust and school life: The role of trust for learning, teaching, leading, and bridging |
| Editors | D. van Maele, P.B. Forsyth, M. van Houtte |
| Place of Publication | Dordrecht, the Netherlands: |
| Publisher | Springer |
| Pages | 285-311 |
| Number of pages | 27 |
| ISBN (Electronic) | 978-94-017-8014-8 |
| ISBN (Print) | 978-94-017-8013-1 |
| DOIs | |
| Publication status | Published - 2014 |