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

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

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

UN SDGs

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

SDG 16 Peace, Justice and Strong Institutions

Keywords

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

All Science Journal Classification (ASJC) codes

Education
Social Sciences (miscellaneous)

Access to Document

10.1177/1056787919877857

Cite this

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

abstract = "The research investigated whether teachers{\textquoteright} participation in decision-making (PDM) contributes to the development of affective trust during school reform over time, or vice versa. A model including principals{\textquoteright} 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{\textquoteright} interpersonal skills and affective trust over time.",

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author = "Rima{\textquoteright}a Da{\textquoteright}as",

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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

UN SDGs

Keywords

All Science Journal Classification (ASJC) codes

Access to Document

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