School Principals' Influence on Trust: Perspectives of Mothers of Children with Disabilities

Autor/inn/en	Shelden, Debra L.; Angell, Maureen E.; Stoner, Julia B.; Roseland, Bill D.
Titel	School Principals' Influence on Trust: Perspectives of Mothers of Children with Disabilities
Quelle	In: Journal of Educational Research, 103 (2010) 3, S.159-170 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Trust (Psychology); Disabilities; Instructional Leadership; Principals; Mothers; Parent Attitudes; Attitudes toward Disabilities; Interviews; Parent School Relationship; Partnerships in Education; Administrator Role; Special Needs Students + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Mother; Mutter; Elternverhalten; Interviewing; Interviewtechnik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Hochschulpartnerschaft; Sonderpädagogischer Förderbedarf
Abstract	The authors employed a qualitative research design to explore issues of trust in family-professional relationships. They specifically focused on the nature of trust between mothers of children with disabilities and school principals. Analysis of the mothers' responses to face-to-face interview questions yielded two primary categories related to their perspectives regarding principals: (a) personal and professional principal attributes and (b) principal actions within the education system, with students, and with students' families. Subcategories were developed that further delineated the relationships participants had with the principals of their children's educational programs. The authors address implications for school leadership and the establishment of trustworthy family-professional relationships, especially as they impact the lives of students and families in need of special education support. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10