Book Chapters
Tschannen-Moran, M. (2021). Leadership practices and why they matter: Trust in leaders. International Encyclopedia of 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). Flourishing in vibrant schools, In L. Zysberg & N. Schwabsky, The Next Big Thing in Education, (pp.1-14).
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. (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). Thousand Oaks, CA: 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.
Tschannen-Moran, M. & Hofer, M. (2019). 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.
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. (2017). Trust in Schools. In G. Noblit, Oxford Encyclopedia of Research in Education. New York, NY: Oxford University Press. DOI: 10.1080/13603124.2016.1157211
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), New York, NY: 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. & 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. (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 Publisher, pp. 57 – 81. DOI 10.1007/978-94-017-8014-8_3
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. (2013). Becoming a trustworthy leader. In M. Grogan, The Jossey-Bass Reader on Educational Leadership (3rd Edition). San Francisco: Jossey-Bass.
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, pp. 1-16.
Tschannen-Moran, M. & MacFarlane, B. (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 (2nd Edition). San Francisco: Jossey-Bass.
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.
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, 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.