The Influence of Trust on Teachers' Inclination to Exercise Informal Leadership
Bibliographic record
Abstract
This research focuses on the role that trust and its component facets - competence, benevolence, openness, reliability and honesty (Tschannen-Moran, 2004) - play in affecting teachers’ inclination to exercise informal leadership. Teachers in the elementary sections of three elite urban independent schools in Ontario nominated colleagues as informal teacher leaders in their schools and a total of nine teachers, who received multiple nominations, were selected for interview. The interviews unexpectedly revealed two distinct experience-based groupings of informal teacher leaders, with the members of the two groups exhibiting distinctive leadership behaviours. Trust was an important factor affecting all of the teacher leaders’ inclination to exercise informal leadership, but the two experience-based groups revealed different patterns of emphasis for the trust facets (for example, the less-experienced leaders highlighted benevolence above all other facets while the more-experienced teachers considered openness to be the most important). The findings have implications for the ways in which schools can promote the exercise of informal leadership.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".