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Curriculum Vitae

 

ACADEMIC DEGREES

Ph.D. in Educational Administration
The Ohio State University, Columbus, OH

M.Ed. in Educational Administration
The Ohio State University, Columbus, OH

B.S. in Education
Northwestern University, Evanston, IL

PROFESSIONAL EMPLOYMENT HISTORY

The College of William & Mary
Williamsburg, VA 
 
Professor  2011 - present
Associate Professor  2005 – 2011
Assistant Professor  2000 – 2005
 
The Ohio State University
Columbus, OH
 
Lecturer 1998 – 2000
Novice Fawcett Graduate Scholar 1995 – 1998
 
Good News Educational Workshop
Chicago, IL
 
Founder and Principal 1979 – 1993
 
HONORS AND AWARDS

The American Educational Research Association Division A Award for Excellence in Research, 2015

The College of William & Mary Plumeri Award for Faculty Excellence, 2015

Literati Award for a Highly Commended Paper published in the Journal of Educational Administration, 2014

Thomas Ashley Graves, Jr. Award for Sustained Excellence in Teaching
College of William & Mary, 2013
 
Nominated for State Council of Higher Education Outstanding Faculty Award
College of William & Mary, 2011
 
Wakefield Distinguished Associate Professor
College of William & Mary, 2007 – 2010
 
RESEARCH
Books
 
Tschannen-Moran, M. (2014). Trust Matters: Leadership for Successful Schools (2nd ed.). San Francisco: Jossey-Bass.

Tschannen-Moran, B. & Tschannen-Moran, M. (2010). Evocative coaching: Transforming schools one conversation at a time. San Francisco: Jossey-Bass.

 
Refereed Publications

Tschannen-Moran, M. & Gareis, C. R. (2015). Principals, trust, and cultivating vibrant schools [Special issue: How school leadership influences student learning, K. Leithwood & J. Sun, Eds.] Societies, 5, 256–276.

Tschannen-Moran, M. & Gareis, C.R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools, Journal of Educational Administration, 53, 66–92.

Mitchell, R., Kensler, L. & Tschannen-Moran, M., (2015). Examining the effects of instructional leadership on school academic press and school achievement. Journal of School Leadership, 25, 223–251.

Tschannen-Moran, M., Bankole, R., Mitchell, R., & Moore, D. (2013). Student academic optimism: A confirmatory factor analysis, Journal of Educational Administration, 50 (2). 150 - 175. [Designated as a 2013 Highly Commended Paper]

Tschannen-Moran, M. & Tschannen-Moran, B. (2011). Taking a strengths-based focus improves school climate. Journal of School Leadership, 21, 422-448.
 
Tschannen-Moran, M. & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27, 751-761. doi:10.1016/j.tate.2010.12.005
 
Uline, C., Wolsey, T. D., Tschannen-Moran, M., Lin, C. J. (2010). Improving the physical and social environment of school: A question of equity, Journal of School Leadership, 20, 597 - 632.
 
Tschannen-Moran, M. & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy, Elementary School Journal, 110, 228-248.
 
Uline, C., Tschannen-Moran, M., Wolsey, T. D. (2009). The walls still speak: Stories occupants tell, Journal of Educational Administration, 47, 400-426. [This volume was awarded the Emerald Publishing Highly Commended Special Issue Award for 2009.]
 
Tschannen-Moran, M. (2009). Fostering teacher professionalism: The role of professional orientation and trust, Educational Administration Quarterly, 45, 217-247. [Listed among the Educational Administration Quarterly Most Read articles.]
 
Uline, C. & Tschannen-Moran, M. (2008). The walls speak: Facilities and school climate, Journal of Educational Administration, 46, 55-73.

Tschannen-Moran, M. & Gareis, C. R. (2007). Cultivating principals’ sense of efficacy: What supports matter? Journal of School Leadership, 17, 89-114.
 
Tschannen-Moran, M. & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers, Teaching and Teacher Education, 23, 944-956. [Awarded the Teaching and Teacher Education Top ten most cited articles designation.]
 
Goddard, Y., Goddard, R. D. & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools, Teachers College Record, 109, 877-896.
 
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.
 
Tschannen-Moran, M. & Nestor-Baker, N. (2004). The tacit knowledge of productive scholars in education. Teachers College Record, 106, 1484-1511.
 
Tschannen-Moran, M. & Gareis, C. (2004). Principals’ sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42, 573-585.
 
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. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39, 308-331.
 
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.
 
Schechter, C. & Tschannen-Moran, M. (2006). Teachers' sense of collective efficacy: An international view, International Journal of Educational Management, 20, 480-489.
 
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.
 
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 & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
 
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, 3-17.
 
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.
 
Tschannen-Moran, M. (2001). The effects of a statewide conflict management initiative in schools. American Secondary Education, 29 (3) 2-32.
 
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.
 
Tschannen-Moran, M., Uline, C., Hoy, A. W., & Mackley, T. (2000). Creating smarter schools through collaboration. Journal of Educational Administration, 38, 247-271.
 
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.
 
Tschannen-Moran, M. & Hoy, A. W. (2000). Collaborative learning: A memorable model. The Teacher Educator, 36(2), 148-165.
 
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.
 
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
 
Uline, C., Miller, D., & Tschannen-Moran, M. (1998). School effectiveness: The underlying dimensions. Educational Administration Quarterly, 34, 462-483.
 
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.
 
Morris, D., Tschannen-Moran, M, & Weidemann, E. (1981). An inner-city LEA tutoring program. Journal of Language Experience, 3, 9-25.
 
Book Chapters
 
Tschannen-Moran, M., Salloum, S. J., & Goddard, R. D. (2014). Context matters: The influence of collective beliefs and norms. In H. Fives & M. G. Gill, (Eds.) International Handbook of Research on Teachers’ Beliefs. Routledge.
 
Tschannen-Moran, M. & Chen J. (2014). Attention to beliefs about capability and knowledge in teachers’ professional development. In L. E. Martin, S. Kragler, K. L. Bauserman, & D. J. Quatroche, (Eds.), Handbook of Professional Development in PreK-12: Successful Models and Practices. Oxford, UK: Guilford Publications.
 
Tschannen-Moran, M. (2014). The interconnectivity of trust in schools, In D. Van Maele, P. B. Forsyth, & M. Van Houtte, (Eds.), Trust relationships and school Life: The influence of trust on learning, teaching, leading, and bridging, Springer Publisher.  . DOI 10.1007/978-94-017-8014-8_3    
 
Tschannen-Moran, M. (2011). In search of trust: Contributing to the understanding of a taken- for-granted construct. In M. F. DiPaola & P. B. Forsyth (Eds.), Leading research in educational administration: A Festschrift for Wayne K. Hoy, Greenwich, CT: Information Age Publishing.
 
MacFarlane, B. & Tschannen-Moran, M. (2010). I Know I Can!: Teacher Self-efficacy in the English Language Arts Classroom. In D. Lapp & D. Fisher, The handbook of research on teaching the English language arts (3rd. Ed.), (pp. 218-223). Philadelphia, PA: Erlbaum/Taylor Francis.
 
Tschannen-Moran, M. (2010). Passion: Don’t Embark Without It. In R. L. Calabrese and P. Smith, The dissertation advisor & mentor: Sage advice from the experts. Lanham, MD: Rowman & Littlefield Education.
 
Hoy, W. K. & Tschannen-Moran, M. (2007). The conceptualization and measurement of faculty trust in schools: The omnibus T-Scale. In W.K. Hoy & M. F. DiPaola, Essential Ideas for Reform of American Schools (pp. 87 - 114). Greenwich, CT: Information Age Publishing.
 
Goddard, R. D., Tschannen-Moran, M. & Hoy, W. K. (2007). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. In W.K. Hoy & M. F. DiPaola, Essential Ideas for Reform of American Schools (pp. 115 - 136). Greenwich, CT: Information Age Publishing.
 
Tschannen-Moran, M. (2007). Becoming a trustworthy leader. In The Jossey-Bass Reader on Educational Leadership (Second Edition). 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). Greenwich, CT: Information Age Publishing.
 
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). Greenwich, CT: Information Age Publishing.
 
Hoy, A. W. & 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.
 
Unrefereed Articles

Tschannen-Moran, B. & Tschannen-Moran, M. (2014). What to do when your school's in a bad mood: Administrators can bolster school morale by expressing empathy and focusing on strengths. Educational Leadership, 71(5), 36-41.

Ontario Ministry of Education, Canada (2013, Fall). Healthy Relationships: The Foundation of a Positive School Climate. An interview with Dr. Megan Tschannen-Moran. Featured as the Keynote Speaker at the 2013 Ontario Leadership Congress held in April 2013. In Conversation, Volume IV, Issue III.

Tschannen-Moran, B. & Tschannen-Moran, M. (2011). The coach and the evaluator. Educational Leadership, 69(2), 10-16.Article Link: http://www.ascd.org/publications/educational-leadership/oct11/vol69/num02/The-Coach- and-the-Evaluator.aspx

 
Tschannen-Moran, M. (2011). Fostering trust in a diverse society, Wesleyan Graduate Review, 8, 1-5.
 
Tschannen-Moran, M. & Tschannen-Moran, B. (2006, Nov.). Appreciating trust: Unleashing a culture of learning. The Appreciative Inquiry Practitioner, 47-50.
 
DiPaola, M., Tschannen-Moran, M., & Walter-Thomas, C. (2004). Principals and special education: The critical role of school leaders. Focus on Exceptional Children.
 
Tschannen-Moran, M. (2000). Ties that bind: the importance of trust in schools. Essentially Yours: Coalition News for Ohio Schools.
 
Research Reports from grant or contract work
 
Tucker, P. & Tschannen-Moran, M. (2002, October). School Leadership in an Era of Accountability. Policy Brief for the State Action on Educational Leadership Project commissioned by the Commonwealth Educational Policy Institute.
 
DiPaola, M. F. & Tschannen-Moran, M. (2001). Report of the 2001 Virginia Principals Study. A project funded by the Virginia Department of Education, in collaboration with the College of William and Mary, the Virginia Association of Secondary School Principals, and the Virginia Association of Elementary School Principals.
 
Tschannen-Moran, M. (2000). The Ohio Success Document. An analysis documenting the progress made toward reform in schools affiliated with the Coalition of Essential Schools in Ohio. On-line at http://www.ohioces.org/documents/other_documents/ohiosd.pdf
 
Tschannen-Moran, M. (1999, August). Seeds of Peace: Ohio’s School Conflict Management Grant Program. An Evaluation of the 1996 High School Conflict Management Grant Program of the Ohio Commission on Dispute Resolution and Conflict Management.

Download Dr. Tschannen-Moran's complete CV here.