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 journalArticlepeer-review

8 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 languageAmerican English
Pages (from-to)77-97
Number of pages21
JournalInternational Journal of Educational Reform
Volume29
Issue number1
DOIs
StatePublished - Jan 2020
Externally publishedYes

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

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