Appendix 2: Value 2 Introduction These articles were chosen because they align with the second Te Ariki value, Collegial Obligations. An outline of each article is provided below, followed by a short rationale at the end, which justifies the choice of articles. Reference Hallam, P. R., Smith, H. R., Hite, J. M., Hite, S. J., & Wilcox, B. R. (2015). Trust and collaboration in PLC teams: Teacher relationships, principal support, and collaborative benefits. NASSP Bulletin, 99(3), 193-216.
Abstract Professional learning communities (PLCs) are being recognized as effective in improving teacher collaboration and student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using five facets of trust, this research sought to clarify the impact of trust among PLC teachers on their team's collaborative practices. Findings suggested ways that members of successful PLCs built trust. Findings also suggested ways that principals influenced team members' trust. Successful and unsuccessful PLCs emphasized different facets in describing development of trust, the principal's role in building trust, and the role of trust in collaboration.
Comments United States Context Quantitative Case Studies (1 school that was struggling to implement PLC & 3 schools that were successful). 12 focus groups were conducted around trust, collaboration, and principal influence in PLCs Study adopts Hoy & TschannenMoran’s (1999) five facets of trust (benevolence, honesty, openness, reliability, and competence). Findings focused on comparing high-performing with lowperforming PLCs Results showed trust was developed by members sharing personal information, fulfilling their responsibilities, and treated each other with patience and kindness Additionally, it was found that excessive principal micromanaged was correlated 66
