Date of Award
Spring 4-8-2024
Degree Type
Restricted Access Capstone
Degree Name
Doctor of Education (EdD)
Department
School Psychology
First Advisor
Dr. Amy Nelson Christensen
Second Advisor
Dr. Don Sibley
Third Advisor
Dr. Pamela Fenning
Abstract
This paper will investigate the contextual factors influencing the relational trust dynamics between staff and leaders within a district operating under state receivership. It will conduct a comprehensive literature review and propose a detailed action plan rooted in best practices in cultivating relational trust and educational reform, with particular emphasis on the drivers essential for initiating and sustaining systemic change. The implementation strategy will focus on two primary components: targeted training and coaching sessions aimed at fostering effective leadership practices conducive to trust-building, alongside the establishment of a representative and cohesive social framework through a Networked Improvement Community (NIC) focused on improving the professional climate. Expected outcomes include enhanced sentiment of support among staff, improved staff-leadership relationships, reduced staff turnover rates, and the alignment of staff and leaders in the district school reform efforts aimed at enhancing student learning and long-term success.
Recommended Citation
Koch, K.
(2024).
Examining School Turnaround Practices in MA and the Role of Relational Trust between Leaders and Educators.
Retrieved from: https://ecommons.luc.edu/luc_soecap/6
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
© 2024 by Kristen L. Koch. All rights reserved.
