Megan Tschannen-Moran
Megan Tschannen-Moran
Professor of Educational Leadership, William & Mary School of Education
Verified email at - Homepage
Cited by
Cited by
Teacher efficacy: Capturing an elusive construct
M Tschannen-Moran, AW Hoy
Teaching and teacher education 17 (7), 783-805, 2001
Teacher efficacy: Its meaning and measure
M Tschannen-Moran, AW Hoy, WK Hoy
Review of educational research 68 (2), 202-248, 1998
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
M Tschannen-Moran, AW Hoy
Teaching and teacher Education 23 (6), 944-956, 2007
Trust matters: Leadership for successful schools
M Tschannen-Moran
John Wiley & Sons, 2014
A multidisciplinary analysis of the nature, meaning, and measurement of trust
M Tschannen-Moran, WK Hoy
Review of educational research 70 (4), 547-593, 2000
A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools
YL Goddard, RD Goddard, M Tschannen-Moran
Teachers college record 109 (4), 877-896, 2007
Collaboration and the Need for Trust
M Tschannen‐Moran
Journal of Educational administration 39 (4), 308-331, 2001
Five faces of trust: An empirical confirmation in urban elementary schools
WK Hoy, M Tschannen-Moran
Journal of School leadership 9 (3), 184-208, 1999
Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy
M Tschannen-Moran, P McMaster
The elementary school journal 110 (2), 228-245, 2009
Fostering student learning: The relationship of collective teacher efficacy and student achievement
M Tschannen-Moran, M Barr
Leadership and policy in schools 3 (3), 189-209, 2004
A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools
RD Goddard, M Tschannen-Moran, WK Hoy
The elementary school journal 102 (1), 3-17, 2001
Fostering teacher professionalism in schools: The role of leadership orientation and trust
M Tschannen-Moran
Educational administration quarterly 45 (2), 217-247, 2009
Trust in schools: A conceptual and empirical analysis
M Tschannen‐Moran, W Hoy
Journal of Educational administration 36 (4), 334-352, 1998
The walls speak: The interplay of quality facilities, school climate, and student achievement
C Uline, M Tschannen‐Moran
Journal of educational administration 46 (1), 55-73, 2008
Principals' sense of efficacy: Assessing a promising construct
M Tschannen‐Moran, CR Gareis
Journal of Educational administration 42 (5), 573-585, 2004
Organizational citizenship behavior in schools and its relationship to school climate
M Dipaola, M Tschannen-Moran
Journal of school Leadership 11 (5), 424-447, 2001
Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play
M Tschannen-Moran, D Johnson
Teaching and Teacher Education 27 (4), 751-761, 2011
The conceptualization and measurement of faculty trust in schools
WK Hoy, M Tschannen-Moran
Essential ideas for the reform of American schools, 87-114, 2007
The principalship at a crossroads: A study of the conditions and concerns of principals
M DiPaola, M Tschannen-Moran
NASSP bulletin 87 (634), 43-65, 2003
Faculty trust in the principal: An essential ingredient in high-performing schools
M Tschannen-Moran, CR Gareis
Journal of Educational Administration 53 (1), 66-92, 2015
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