Participation in Decision Making and Affective Trust Among the Teaching Staff: A 2-Year Cross-Lagged Structural Equation Modeling During Implementation Reform

Rima’a Da’as

doi:10.1177/1056787919877857

Participation in Decision Making and Affective Trust Among the Teaching Staff: A 2-Year Cross-Lagged Structural Equation Modeling During Implementation Reform

Rima’a Da’as^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

Abstract

The research investigated whether teachers’ participation in decision-making (PDM) contributes to the development of affective trust during school reform over time, or vice versa. A model including principals’ interpersonal skills was tested during implementation of the organizational reform. Teachers (n = 1,482) from 113 Israeli elementary schools participated in the first measurement, and 1,390 teachers from 106 of these schools participated in the second measurement. A cross-lagged design for 2 years showed that PDM leads to affective trust over time. Furthermore, PDM mediated the relationship between principals’ interpersonal skills and affective trust over time.

Original language	English
Pages (from-to)	77-97
Number of pages	21
Journal	International Journal of Educational Reform
Volume	29
Issue number	1
DOIs	https://doi.org/10.1177/1056787919877857
State	Published - Jan 2020
Externally published	Yes

Bibliographical note

Publisher Copyright:
© The Author(s) 2019.

Keywords

affective trust among the teaching staff
cross-lagged design
organizational reform
participation in decision-making
principals’ interpersonal skills

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/1056787919877857

Cite this

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Participation in Decision Making and Affective Trust Among the Teaching Staff: A 2-Year Cross-Lagged Structural Equation Modeling During Implementation Reform

Abstract

Bibliographical note

Keywords

UN SDGs

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