Different patterns of organizational climate were used to predict faculty trust in the principal and in colleagues. A revision of the OCDQ yielded open dimensions, measured as supportive principal behavior aid engaged teacher behavior; and closed dimensions, measured as directive principal behavior and frustrated teacher behavior: Open climate was correlated with both measures of trust. After controlling for the oilier variables of climate, supportive pri-1cipal behavior was the only predictor of trust in the principal, and engaged teacher behavior tie only predictor of trust in colleagues. The study supports a Parsonian interpretation of expressive and instrumental organizational activities. © 1989, Sage Publications. All rights reserved.
CITATION STYLE
Tarter, C. J., Bliss, J. R., & Hoy, W. K. (1989). School Characteristics and Faculty Trust in Secondary Schools. Educational Administration Quarterly, 25(3), 294–308. https://doi.org/10.1177/0013161X89025003005
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