Consortium on Chicago School Research
Snapshot 2003: Teacher-Teacher Trust
The extent to which teachers feel they have mutual respect for each other, for those who lead school improvement efforts, and for those who are experts at their craft. High levels indicate teachers trust and respect each other.
Definition of Categories Charted Above
Category |
Teachers
in Chicago Public Schools: |
1 No trust |
feel respected by none or some
of the other teachers. They disagree or strongly
disagree that teachers respect colleagues who are expert
at their craft or who lead school improvement efforts, that it is
OK to discuss worries with other teachers, and that teachers trust
each other. They feel that none of the teachers
care about each other. |
2 Minimal trust |
feel
respected by some of the other teachers. They agree
that teachers respect colleagues who are expert at their craft or
who take the lead in school improvement efforts, and that it is
OK to discuss worries with other teachers. Some teachers agree
and some disagree that teachers in their school
trust each other. Teachers feel that none to some
of the teachers in their school care about each other. |
3 Strong trust |
feel respected by other teachers to a great extent.
They agree that teachers respect colleagues who
are expert at their craft or who take the lead at school improvement
efforts, that it is OK to discuss worries with other teachers, and
that teachers trust each other. They feel that about half
of the teachers in their school care about each other. |
4 Very strong trust |
feel respected by other teachers to a great extent.
They strongly agree that teachers respect colleagues
who are experts at their craft and who take the lead on improvement
efforts. They agree or strongly agree
that it is OK to discuss worries with other teachers and that teachers
trust each other. They feel that most or nearly
all teachers in the school care about each other. |
To see the items making up this measure and the response frequencies for each item, click here.
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