Site Administration The College of William and Mary

Megan Tschannen-Moran

Megan Tschannen-Moran

Trust

Tschannen-Moran, M. (2004). Trust Matters: Leadership for Successful Schools. San Francisco: Jossey-Bass.

Tschannen-Moran, M. (2003). Fostering organizational citizenship: Transformational leadership and trust. In W.K. Hoy & C.G. Miskel, Studies in Leading and Organizing Schools (pp. 157-179). Information Age Publishing: Greenwich: CT.

Hoy, W. K. & Tschannen-Moran, M. (2003). The conceptualization and measurement of faculty trust in schools: The omnibus T-Scale. In W.K. Hoy & C.G. Miskel, Studies in Leading and Organizing Schools (pp. 181-208). Information Age Publishing: Greenwich: CT.

Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39, 308-331 

Goddard, R. D., Tschannen-Moran, M. & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. Elementary School Journal, 102 (1), 3-17.

Tschannen-Moran, M. & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 71, 547-593.

Hoy, W.K. & Tschannen-Moran, M. (1999). The five faces of trust: An empirical confirmation in urban elementary schools. Journal of School Leadership, 9, 184-208.

Tschannen-Moran, M. & Hoy, W. K. (1998). Trust in schools: A conceptual and empirical analysis. Journal of Educational Administration, 36, 334-352.

Self-Efficacy and Collective Efficacy Beliefs

Tschannen-Moran, M. & Gareis, C. R. (in press). Cultivating principals’ sense of efficacy: What supports matter? Journal of School Leadership.

Tschannen-Moran, M. & Woolfolk Hoy, A. (in press). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education.

Tschannen-Moran, M. & Gareis, C. (2004). Principals’ sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42, 573-585.

Tschannen-Moran, M. & Barr, M. (2004). Fostering student achievement: The relationship between collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3, 187 - 207.

Tschannen-Moran, M & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.

Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248.

School Climate, Organizational Citizenship, and Effectiveness

Tschannen-Moran, M., Parish, J., & DiPaola. M. F. (2006). School climate and state standards: How interpersonal relationships influence student achievement. Journal of School Leadership, 16, 386 - 415.

Tschannen-Moran, M. (2003). Fostering organizational citizenship: Transformational leadership and trust. In W.K. Hoy & C.G. Miskel, Studies in Leading and Organizing Schools (pp. 157-179). Information Age Publishing: Greenwich: CT.

DiPaola, M. F. & Tschannen-Moran, M. (2005). Bridging or Buffering: The Impact of Schools’ Adaptive Strategies on Student Achievement. Journal of Educational Administration. 43, 60 - 71.

DiPaola, M. F. & Tschannen-Moran, M. (2001). Organizational citizenship behavior in schools and its relationship to school climate. Journal of School Leadership, 11, 424-447.

Hoy, W. K., Hannum, J., & Tschannen-Moran, M. (1998). Organizational climate and student achievement: A parsimonious and longitudinal view. Journal of School Leadership, 8, 336-359.

Uline, C., Miller, D., & Tschannen-Moran, M. (1998). School effectiveness: The underlying dimensions. Educational Administration Quarterly, 34, 462-483.

Collaboration and Conflict

Goddard, Y., Goddard, R. D. & Tschannen-Moran, M. (in press). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools, Teachers College Record.

Uline, C., Tschannen-Moran, M. & Perez, L. (2003). Constructive conflict: How controversy can contribute to school improvement, Teachers College Record, 105, 782-815.

Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39, 308-331.

Tschannen-Moran, M. (2001). The effects of a statewide conflict management initiative in schools. American Secondary Education, 29 (3) 2-32. 

Tschannen-Moran, M., Uline, C., Woolfolk Hoy, A., & Mackley, T. (2000). Creating smarter schools through collaboration. Journal of Educational Administration, 38, 247-271.

Tschannen-Moran, M. & Woolfolk Hoy, A. (2000). Collaborative learning: A memorable model. The Teacher Ed148-165.

Woolfolk Hoy, A. & Tschannen-Moran (1999). Implications of cognitive approaches to peer learning for teacher education. In A.M. O’Donnell & A. King (Eds.) Cognitive perspectives on peer learning. Mahwah, NJ: Lawrence Erlbaum.

Principals and Professors

Tschannen-Moran, M. & Nestor-Baker, N. (2004). The tacit knowledge of productive scholars in education. Teachers College Record, 106, 1484 - 1511.

DiPaola, M. F. & Tschannen-Moran, M. (2003). The principalship at a crossroads: A study of the conditions and concerns of principals. NASSP Bulletin, 87 (634), 43-65. 

Tschannen-Moran, M., Firestone, W., Hoy, W. K., & Johnson, S. M. (2000). The write stuff: A study of productive scholars in educational administration. Educational Administration Quarterly, 36, 358-390.

DiPaola, M., Tschannen-Moran, M., & Walter-Thomas, C. (2004). Principals and special education: The critical role of school leaders. Focus on Exceptional Children. (in press).

Other

Morris, D., Tschannen-Moran, M, & Weidemann, E. (1981). An inner-city LEA tutoring program. Journal of Language Experience, 3, 9-25.

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