Understanding the Development of Relational Trust Through Pedagogical Leadership in an Elementary School
Notice bibliographique
Résumé
The purpose of this practical action research study was to determine how relational trust was developed through pedagogical leadership in an elementary school. The study was set in a Kindergarten to Grade 4 school with approximately 700 students, in the context of a large urban school district in the province of Alberta. The study included 10 participants in Cycle 1 and seven participants in Cycle 2. Participants were self-selected leaders, formal and informal, participating in leadership learning sessions throughout the year. Data were gathered through both cycles which included documents, participant researcher field notes, survey responses, and planning agendas, and summaries from the leadership learning sessions. The following research question framed this research study: How is relational trust developed through pedagogical leadership in an elementary school? This research study, anchored in social-ecological theory, describes and documents how one principal established relational trust through a pedagogical leadership approach. The findings from Cycle 1 guided the development of the participant researcher’s action plan in Cycle 2, which lead to further findings and learnings. Five findings emerged from this study: a) committing to knowing the staff personally and professionally by prioritizing time to engage in diverse forms of communication including ongoing cycles of feedback; b) ensuring staff voices are heard through multiple key actions including decision-making processes and protocols; c) honouring learning through dedicating time for professional learning, setting goals, and ensuring all decision-making is guided by what it best for student learning; d) honouring transparency by creating a visible principal practice in matters related to accountability, expectations, and decision-making; and e) creating a leadership learning model that is open to all teachers to participate in a self-discovery process of who they are as leaders. Two key conclusions from the research are: to build relational trust, principals need to design a leadership learning model, with a pedagogical leadership approach in mind, in which all teachers are welcome to participate; and relational trust was developed during the professional learning sessions, and led to risk-taking and innovation.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».