2. Teachers in this school trust each other.
3. Teachers in this school trust their students.
4. The Teachers in this school are suspicious of most of the principal’s actions.
5. Teachers in this school typically look out for each other.
6. Teachers in this school trust the parents.
7. The Teachers in this school have faith in the integrity of the principal.
8. Teachers in this school are suspicious of each other.
9. The principal in this school typically acts in the best interests of teachers.
10. Students in this school care about each other.
11. The principal of this school does not show concern for the teachers.
12. Even in difficult situations‚ teachers in this school can depend on each other.
13. Teachers in this school do their jobs well.
14. Parents in this school are reliable in their commitments.
15. Teachers in this school can rely on the principal.
16. Teachers in this school have faith in the integrity of their colleagues.
17. Students in this school can be counted on to do their work.
18. The principal in this school is competent in doing his or her job.
19. The Teachers in this school are open with each other.
20. Teachers can count on parental support.
21. When teachers in this school tell you something‚ you can believe it.
22. Teachers here believe students are competent learners.
23. The principal doesn’t tell teachers what is really going on.
24. Teachers think that most of the parents do a good job.
25. Teachers can believe what parents tell them.
26. Students here are secretive.
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. (2014). Trust Matters: Leadership for Successful Schools (2nd ed.). San Francisco: Jossey-Bass.
Tschannen-Moran‚ M.‚ Bankole‚ R.A.‚ Mitchell‚ R.M.‚ & Moore‚ D.M.‚ Jr. (2013). Student academic optimism: A confirmatory factor analysis. Journal of Educational Administration‚ 51(2)‚ 150-175. [Designated a highly commended paper for 2013]
Tschannen-Moran‚ M. (2009). Fostering teacher professionalism: The role of professional orientation and trust. Educational Administration Quarterly‚ 45‚ 217-247.
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.