Academic Optimism and Collective Student Trust of Teachers: A Test of the Relationship in Urban Schools

Ensley, Jay

Academic Optimism and Collective Student Trust of Teachers: A Test of the Relationship in Urban Schools

dc.contributor.advisor	Adams, Curt
dc.contributor.author	Ensley, Jay
dc.contributor.committeeMember	Forsyth, Patrick
dc.contributor.committeeMember	Lake, Vickie
dc.contributor.committeeMember	Edwards, Beverly
dc.contributor.committeeMember	Ford, Timothy
dc.contributor.committeeMember	Adams, Curt
dc.date.accessioned	2014-12-11T16:59:30Z
dc.date.available	2014-12-11T16:59:30Z
dc.date.issued	2014-12
dc.date.manuscript	2014-12-10
dc.description.abstract	The purpose of this study was to test the relationship between academic optimism and collective student trust in urban schools after controlling for contextual conditions that can enhance or impede cooperative student-teacher interactions. This study was built upon a conceptual framework using the collective trust theory to better understand how norms such as academic optimism impact collective student trust. Quantitative survey data were collected from teachers and students in 79 elementary and secondary schools in a large urban district. Findings indicate that academic optimism is related to student trust in teachers, even after controlling for differences in school composition. Evidence from a post hoc analysis of the data suggests that student trust decreases as school level increases, yet the academic optimism-trust relationship still exists in secondary schools.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/13866
dc.language	en_US	en_US
dc.subject	Education, Curriculum and Instruction.	en_US
dc.thesis.degree	Ed.D.	en_US
dc.title	Academic Optimism and Collective Student Trust of Teachers: A Test of the Relationship in Urban Schools	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies	en_US