Description
Book SynopsisSolutions for Promoting Principal-Teacher Trust is a quick read for busy practitioners. This book serves as a resource for current and aspiring principals, other school administrators, and teachers who want to know how to develop and maintain collaborative relationships between staff and principals. In an age of accountability, change is often mandated. School leaders cannot effect change without enlisting belief in their leadership. This book offers school administrators an opportunity to gain insight into principal and teacher perspectives on what particular behaviors are most effective in promoting trust. With three easy-to-read tables summarizing the meaning of trust in schools, the most commonly identified principal and teacher trust-building behaviors, and a list of suggested trust enhancers for principals, the solutions proposed here can be a way for overworked administrators to gather practical information quickly. This resource offers school leaders a chance to focus their leadership on building and maintaining faculty trust early in their tenure, paving the path for school improvement.
Trade ReviewAddressing the long-neglected element of interpersonal trust, Phyllis Gimbel provides major school stakeholders clear guidelines for the creation and nurturing of trustful, trustworthy, effective leadership. Because the growth in external pressure for school accountability shows no sign of abating, there has never been a better time to release Dr. Gimbel's compelling book. It is a must-read for principals and teachers who insist that all children meet their highest learning potential. -- John LeBaron, emeritus professor, University of Massachusetts
...a critically important resource for school principals. Phyllis Gimbel draws from her solid knowledge of theory and research, and especially from her personal experience, to offer insights that are reasonable, yet not often evident to principals. New and veteran principals will benefit from reading this book. -- Donald E. Pierson, dean, Graduate School of Education, University of Massachusetts, Lowell
Phyllis Gimbel knows the importance of trust among teachers and administrators, and describes, through personal experience, vignettes, and her research, ways in which this is fostered or hindered. She believes in the necessity of collegiality and collaborative culture to promote heightened student achievement and adult learning, and offers trust-building activities for administrators to use as soon as they begin their positions. -- Susan Villani, senior program/research associate, Learning Innovations at West Ed.
Table of ContentsChapter 1 Foreword Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4 Introduction Chapter 5 1 Struggles in Fostering Trusting Principal-Teacher Relationships Chapter 6 2 Principal and Teacher Perceptions about the Meaning of Trust in Schools Chapter 7 3 Trust-Promoting Leader Behaviors Chapter 8 4 Making Sense of Principal-Teacher Perceptions of Trust Chapter 9 5 What Does All this Mean for Practitioners? Chapter 10 6 Conclusion Chapter 11 7 Afterword Chapter 12 References Chapter 13 Index Chapter 14 About the Author
