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The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis

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Title: The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis
Language: English
Authors: Sun, Jingping (ORCID 0000-0002-7671-0792), Zhang, Rong, Forsyth, Patrick B.
Source: Educational Administration Quarterly. Oct 2023 59(4):744-810.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 67
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Teachers, Trust (Psychology), Learning, Students, Leadership, Leadership Styles, Relationship, Teacher Student Relationship, Parent Teacher Cooperation
DOI: 10.1177/0013161X231183662
ISSN: 0013-161X
1552-3519
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1393987
Database: ERIC
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  Data: The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Sun%2C+Jingping%22">Sun, Jingping</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7671-0792">0000-0002-7671-0792</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Rong%22">Zhang, Rong</searchLink><br /><searchLink fieldCode="AR" term="%22Forsyth%2C+Patrick+B%2E%22">Forsyth, Patrick B.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Administration+Quarterly%22"><i>Educational Administration Quarterly</i></searchLink>. Oct 2023 59(4):744-810.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 67
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  Data: 2023
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Relationship%22">Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink>
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  Data: 10.1177/0013161X231183662
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  Data: 0013-161X<br />1552-3519
– Name: Abstract
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  Data: 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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        Value: 10.1177/0013161X231183662
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Learning
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      – SubjectFull: Students
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      – SubjectFull: Leadership
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      – SubjectFull: Relationship
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Parent Teacher Cooperation
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      – TitleFull: The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis
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