“No matter how innovative a school reform may be, it is unlikely to succeed unless the people on the front lines of schooling are working well together to implement it” (Kochanek, 2005)
Trust is vital to any educational system, and without it collaboration and reform become almost impossible. Understanding how trust impacts upon the interpersonal relationships within teaching faculties, and how this in turn influences the development of curricula is vital to allowing educational reform to take hold.
A teacher's willingness to trust their fellow staff members correlates strongly with how effective they feel themselves to be, and the dynamism of the school environment. Yet, trust in schools has been a neglected area of research, especially in examining teacher-to-teacher relationships.
Andrew's research is adding to a growing body of documented evidence that supports the belief that trust not only matters in schools, but that without trust, schools cannot reach their full potential.
“[Without trust] collaboration deteriorates. Teachers may go through the motions of … departmental meetings, but there is little real joint decision making or collaboration” (Tschannen-Moran, 2004)
Trust is vital to any educational system, and without it collaboration and reform become almost impossible. Understanding how trust impacts upon the interpersonal relationships within teaching faculties, and how this in turn influences the development of curricula is vital to allowing educational reform to take hold.
A teacher's willingness to trust their fellow staff members correlates strongly with how effective they feel themselves to be, and the dynamism of the school environment. Yet, trust in schools has been a neglected area of research, especially in examining teacher-to-teacher relationships.
Andrew's research is adding to a growing body of documented evidence that supports the belief that trust not only matters in schools, but that without trust, schools cannot reach their full potential.
“[Without trust] collaboration deteriorates. Teachers may go through the motions of … departmental meetings, but there is little real joint decision making or collaboration” (Tschannen-Moran, 2004)
