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 | American English |
|---|---|
| Pages (from-to) | 77-97 |
| Number of pages | 21 |
| Journal | International Journal of Educational Reform |
| Volume | 29 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2020 |
| Externally published | Yes |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by Yad Hanadiv, Israel.
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