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Scholarship

To access any of these publications please contact Dr. Tschannen-Moran via email: mxtsch@wm.edu

Book Chapters

Tschannen-Moran, M. (2020). Flourishing in vibrant schools, In L. Zysberg & N. Schwabsky, The Next Big Thing in Education.

Tschannen-Moran, M. (2020). Cultivando la confianza ante la adversidad (Cultivating trust in the face of adversity). In J. Weinstein, Liderazgo en escuelas de alta complejidad socio-cultural. Diez miradas (Leadership in schools of high socio-cultural complexity: Ten views). Santiago, Chile, Chilean Educational Leadership Development Center (CEDLE).

Tschannen-Moran, M. (2020). Organizational trust in schools. In R. Papa (Ed.), [Oxford] Research Encyclopedia of Educational Administration. Oxford University Press. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-00681.R1

Tschannen-Moran, M. & Constantino, M. E. (2020). Back from the brink: Leading when trust is damaged. In J. Brooks & A. Heffernan, The school leadership survival guide: What to do when things go wrong, how to learn from mistakes, and why you should prepare for the worst. Information Age Publishing.

Tschannen-Moran, M. & Hofer, M. (2019, in press). Appreciative Inquiry: Building on strengths for integrating technology in schools, In S. Dexter, International Handbook of Information Technology in Primary and Secondary Education, (2nd Edition). Routledge.

Tschannen-Moran, M. (2019). Organizing in schools: A matter of trust. In M. Connolly, D. Eddy Spicer, C. James, & S. D. Kruse, The Sage International Handbook on School Organization. (pp. 361 – 375). Sage Publications.

Tschannen-Moran, M., & Gareis, C. R. (2019). Discretion and Trust in Professional Practice. In S. Zepeda & J. Ponticell. The Wiley Handbook of Educational Supervision, (pp. 209-228). Wiley-Blackwell.

Clement, D., Tschannen-Moran, M. & Erdogan, U. (2018). Vibrant schools: Measuring our highest aspirations for our students, In S. Cherkowski & K. Walker, Perspectives on Flourishing in Schools, (pp. 383-394), Lexington Books.

Tschannen-Moran, M., Johnson, D., & MacFarlane, B. (2017). Teacher Self-efficacy in the Language Arts Classroom. In D. Lapp & D. Fisher Handbook of Research on Teaching the English Language Arts (4th Ed.), (pp. 437-451), Routledge.

Tschannen-Moran, M. & Gareis, C.R. (2019). Discretion and Trust in Professional Practice. In S. Zepeda & J. Ponticell. The Wiley Handbook of Educational Supervision, (pp. 209- 228). Wiley-Blackwell.

Tschannen-Moran, M. (2018). Organizing in schools: a matter of trust. In M. Connolly, D. Eddy Spicer, C. James, & S.D. Kruse, The Sage International Handbook on School Organization. Sage Publications.

 Tschannen-Moran, M. (2017). Trust in Schools. In G. Noblit, Oxford Encyclopedia of Research in Education. Oxford University Press.                                                                                      

Tschannen-Moran, M. & & MacFarlane, B. (2017). Teacher Self-Efficacy in the Language Arts Classroom. In D. Lapp & D. Fisher Handbook of Research on Teaching the English Language Arts (4th Ed.), (pp.437- 451), Routledge. 

Tschannen-Moran, M. & Gareis, C. R. (2015). Principals, trust, and cultivating vibrant schools, In K. Leithwood & J. Sun (Eds.), How school leadership influences student learning, New York: Springer.

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. 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, 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). 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. 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). 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). Information Age Publishing.
 
Tschannen-Moran, M. (2007). Becoming a trustworthy leader. In The Jossey-Bass Reader on Educational Leadership (Second Edition). 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.
 
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.
 
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. Lawrence Erlbaum.

                                                                                                                                                                                                                                                                   

Trust                                                                                                    

Mitchell, R. M., Kensler, L. & Tschannen-Moran, M. (2018). Student trust in teachers and student perceptions of safety: Positive predictors of student identification with school. International Journal of Leadership in Education, 21, 135-154. DOI: 10.1080/13603124.2016.1157211                     

Tschannen-Moran, M. & Tschannen-Moran, B. (2017). Evoking greatness:  Coaching to bring out the best in educational leaders. Corwin.

Tschannen-Moran, M. & Carter, C.B. (2016). Can emotional intelligence be taught? The evidence from a coach training program. International Journal of Mentoring and Coaching in Education, 5 (4), 1-17. DOI 10:1108/IJMCE-02-2016-0008 [Awarded the IJMCE 2017 Outstanding Paper Award]

Tschannen-Moran, M. (2014). Trust Matters: Leadership for Successful  Schools (2nd ed.). San Francisco: Jossey-Bass.

Tschannen-Moran, M. (2004). Trust Matters: Leadership for Successful Schools (1st ed.)San Francisco: Jossey-Bass.

 

Self-Efficacy and Collective Efficacy Beliefs

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.    

Tschannen-Moran, M. & Chen, J. (2014). Attention to beliefs about capability and knowledge in teachers' professional development. In L.E. Martin, S. Kragler, D.J. Quatroche, & K.L. Bauserman, (Eds.), Handbook of Professional Development in PreK-12: Successful Models and Practices, pp 246- 264. Oxford, UK: Guilford Publications.

Tschannen-Moran, M., Bankole, R.A., Mitchell, R.M., & Moore, D.M., Jr.(2013). Student academic optimism: A confirmatory factor analysisJournal of Educational Administration, 51(2), 150-175. [Designated a 2013 highly commended paper. Published in Chinese.]

 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/jtate.2010.12.005 

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.]

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.

 

School Climate, Organizational Citizenship, Effectiveness

Tschannen-Moran, M. & & MacFarlane, B. (2017). Teacher Self-Efficacy in the Language Arts Classroom. In D. Lapp & D. Fisher Handbook of Research on Teaching the English Language Arts (4th Ed.), (pp.437- 451), Routledge.                                                                                                                                            Tschannen-Moran, M., Johnson, D., & MacFarlane, B. (2017). 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 (4th Ed.), (pp. 437-451), New York, NY: Routledge.

Tschannen-Moran, M. (2014). The interconnectivity of trust in schools, In D. Van Maele, P. B. Forsyth, & M. Van Houtte, (Eds.), Trust and school life: The role of trust for learning, teaching, leading, and bridging, Springer Publishing, pp. 57- 81 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, Information Age Publishing, pp. 1-16.

MacFarlane, B. & Tschannen-Moran, M. (2010, Nov.). 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.), Philadelphia, PA: Erlbaum/Taylor Francis.

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. The Elementary School Journal, 110 (2), 228-248.

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. & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.

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.

Mitchell, R. M., Kensler, L. & Tschannen-Moran, M. (2018). Student trust in teachers and student perceptions of safety: Positive predictors of student identification with school. International Journal of Leadership in Education, 21, 135-154. DOI: 10.1080/13603124.2016.1157211

Pugh, P. & Tschannen-Moran, M. (2016). Influence of a School District's Advancement via Individual Determination (AVID) Program on Self-Efficacy and Other Indicators of Student Achievement. NASSP Bulletin, 100 (3), 141-158. DOI 10.1177/0192636516679261

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

Tschannen-Moran, M. & Tschannen-Moran, B. (2011). Taking a strengths-based focus improves school climate. Journal of School Leadership, 21, 422- 448.

Uline, C., 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.

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.]

Uline, C. & Tschannen-Moran, M. (2008). The walls speak: The interplay of quality, facilities, school climate and student achievement. Journal of Educational Administration, 46, 55-73.

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. (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.

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 Educator, 36(2), 148-165.

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.

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

Tschannen-Moran, B. & Tschannen-Moran, M. (2010). Trust Matters: Leadership for  Successful Schools. San Francisco: Jossey-Bass. 

Principals and Professors

Tschannen-Moran, M. & Gareis, C.R. (2015). Principals, trust, and cultivating vibrant schools, In K. Leithwood & J. Sun (Eds.), How school leadership influences student learning, Springer.                                                                                                                                                                                                    

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

Tschannen-Moran, M. (2013). Becoming a trustworthy leader. In M. Grogen, The Jossey-Bass Reader on Educational Leadership (3rd Edition). Jossey-Bass.                                                                                          

Tschannen-Moran, M. (2010, Fall). Passon: Don't Embark Without It.  In R.L. Calabrese and P. Smith, The dissertation advisor & mentor: Sage advice for doctoral students. Lanham, MD: Rowman & Littlefield Education.

Hoy, W.K. & Tschannen-Moran, M. & Nestor-Baker, N. (2007). The conceptualization and measurement of faculty trust in students and parents in urban elementary schools. In W. K. Hoy & M. F. DiPaoli, Essential Ideas for Reform of American Schools (pp. 115- 136). Information Age Publishing.

Tschannen-Moran, M. (2007). Becoming a trustworthy leader. In The Jossey- Bass Reader on Educational Leadership (2nd Edition). Jossey- Bass.

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

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

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.

Unrefereed Articles

Tschannen-Moran, M. (2019). Trust, trustworthiness, and fostering trust. Principal Connections. Toronto, ON.

Tschannen-Moran, M. & Clement, D., (2018, March). Fostering more vibrant schools. Educational Leadership (pp. 28-33).

Tschannen-Moran, M., Tschannen-Moran, B., & Lemmerman, C. (2015-2016, Fall). Using Appreciative Inquiry to foster intergenerational collaboration for positive change in a struggling school system. Ohio ASCD Journal, 5-12.

Tschannen-Moran, M. (2015, Summer). Appreciative inquiry: Taking a strengths-based approach to school change. UCEA Review.

Tschannen-Moran, M., Tschannen-Moran, B., & Lemmerman, C. (2015, April). Using Appreciative Inquiry to foster intergenerational collaboration for positive change in a struggling school system. The Appreciative Inquiry Practitioner.

Tschannen-Moran, M. (2014). Preparing Leaders for the “Soft” Side of Leadership, Southeast Education Network Magazine, 16 (3), 64-65.

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. 

Other

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