Abstract
The purpose of this research is to examine teachers’ capacities and the role trust plays in the professional lives of teachers during the transition to a new team of three administrators in an elementary school located in a low-income urban community in the U.S. Twenty-seven teachers’ surveys and interviews showed that the transition caused some level of instability and uncertainty; however, teachers had a positive sense of efficacy, social capital, resilience, and emotions. The four themes emerged from the interviews – common goals and vision for students, beliefs in colleagues’ competence, emotional safety and comfort, and being vulnerable with colleagues -- appear to function as conditions to build trust among colleagues. The trusting relationships seem to help teachers withstand the challenging transition by providing a safe space where teachers can learn and grow. Implications for school administrators and district offices were discussed.
Highlights
School cultures and climates that foster teachers’ learning and development are considered key contributors to students’ achievement and ongoing progress (Thoonen et al, 2012; Liu et al, 2016)
Existing research has noted the significant role of school administrators in shaping norms, values, and structure of the school, which impact student learning (Leithwood et al, 2004)
By examining various aspects of teacher capacity and the interpersonal dynamics within the school, this study aims at unpacking the complexities of school climate during the transition time
Summary
School cultures and climates that foster teachers’ learning and development are considered key contributors to students’ achievement and ongoing progress (Thoonen et al, 2012; Liu et al, 2016). Existing research has noted the significant role of school administrators in shaping norms, values, and structure of the school, which impact student learning (Leithwood et al, 2004). This impact on student learning is considered “indirect,” as they do this by developing a school culture, vision, and organizational structure, in which effective teaching and learning are supported (Hallinger and Heck, 1998; Heck and Hallinger, 2009). Investing in establishing and sustaining a school culture and social context that are conducive for teacher learning and teacher development is a worthwhile effort (Bryk et al, 2010; Leithwood et al, 2010). According to the accumulated data at the state level, the percentage of movers after 5 years was approximately
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