Refereed Publications
Eriksen, H., Lejonberg, E., Tschannen-Moran, M. Christophersen, K. A. & Elstad, E. (2020) Learners Providing Feedback on Teaching: Pre-service Teachers’ Perceptions of a Teacher Assessment Arrangement, Scandinavian Journal of Educational Research, https://doi.org/10.1080/00313831.2020.1833236
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. https://doi.org/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. https://doi.org/10.1177/0192636516679261
Tschannen-Moran, M., & Carter, C. B. (2016). Cultivating the emotional intelligence of instructional coaches. International Journal of Mentoring and Coaching in Education, 5 (4), 1-17. https://doi.org/10.1108/IJMCE-02-2016-0008 [Awarded the IJMCE 2017 Outstanding Paper Award]
Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92. https://doi.org/10.1108/jea-02-2014-0024
Tschannen-Moran, M. & Gareis, C. R. (2015). Principals, trust, and cultivating vibrant schools, Societies, 5, 256–276. https://doi.org/10.3390/soc5020256 [In K. Leithwood & J. Sun (Eds.), special issue: How school leadership influences student learning.]
Mitchell, R. M., Kensler, L. A. & Tschannen-Moran, M., (2015). Examining the effects of instructional leadership on school academic press and student achievement. Journal of School Leadership, 25, 223-251. https://doi.org/10.1177/105268461502500202
Tschannen-Moran, M., Bankole, R., Mitchell, R. M., & Moore, D. (2013). Student academic optimism: A confirmatory factor analysis, Journal of Educational Administration, 50, 150 – 175. http://doi.org/10.1108/09578231311304689 [Designated as a 2013 highly commended paper. Published in Chinese.]
Tschannen-Moran, M. & Tschannen-Moran, B. (2011). Taking a strengths-based focus improves school climate. Journal of School Leadership, 21, 422-448. https://doi.org/10.1177/105268461102100305
Tschannen-Moran, M. & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27, 751-761. https://doi.org/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. https://doi.org/10.1177/105268461002000504
Uline, C., Tschannen-Moran, M., Wolsey, T. D. (2009). The walls still speak: Stories occupants tell, Journal of Educational Administration, 47, 400-426. http://doi.org/10.1108/09578230910955818 [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. https://doi.org/10.1177/0013161X08330501 [Listed among the Educational Administration Quarterly Most Read articles.]
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. https://doi.org/10.1086/605771
Uline, C. & Tschannen-Moran, M. (2008). The walls speak: Facilities and school climate, Journal of Educational Administration, 46, 55-73. https://doi.org/10.1108/09578230810849817
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. https://doi.org/10.1016/j.tate.2006.05.003 [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. https://eric.ed.gov/?id=EJ820449
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. https://doi.org/10.1177/105268460601600402
Schechter, C. & Tschannen-Moran, M. (2006). Teachers’ sense of collective efficacy: An international view, International Journal of Educational Management, 20, 480-489. https://doi.org/10.1108/09513540610683720
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. http://doi.org/10.1108/09578230510577290
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. https://doi.org/10.1080/15700760490503706
Tschannen-Moran, M. & Nestor-Baker, N. (2004). The tacit knowledge of productive scholars in education. Teachers College Record, 106, 1484-1511. https://doi.org/10.1111/j.1467-9620.2004.00387.x
Tschannen-Moran, M. & Gareis, C. (2004). Principals’ sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42, 573-585. https://doi.org/10.1108/09578230410554070
Uline, C., Tschannen-Moran, M. & Perez, L. (2003). Constructive conflict: How controversy can contribute to school improvement, Teachers College Record, 105, 782-815. https://doi.org/10.1111/1467-9620.00268
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. https://doi.org/10.1177/019263650308763404
Tschannen-Moran, M & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
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. https://doi.org/10.1177/105268460101100503
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. http://www.jstor.org/stable/1002166
Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39, 308-331. https://doi.org/10.1108/EUM0000000005493
Tschannen-Moran, M. (2001). The effects of a statewide conflict management initiative in schools. American Secondary Education, 29 (3) 2-32. http://www.jstor.org/stable/41064429
Tschannen-Moran, M. & Hoy, A. W. (2000). Collaborative learning: A memorable model. The Teacher Educator, 36(2), 148-165. https://doi.org/10.1080/08878730009555259
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. https://doi.org/10.3102/00346543070004547
Tschannen-Moran, M., Uline, C., Hoy, A. W., & Mackley, T. (2000). Creating smarter schools through collaboration. Journal of Educational Administration, 38, 247-271. https://doi.org/10.1108/09578230010342312
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. https://doi.org/10.1177/00131610021969038
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. https://doi.org/10.1177/105268469900900301
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248. https://doi.org/10.3102/00346543068002202
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. https://doi.org/10.1177/105268469800800401
Tschannen-Moran, M. & Hoy, W. K. (1998). Trust in schools: A conceptual and empirical analysis. Journal of Educational Administration, 36, 334-352. https://doi.org/10.1108/09578239810211518
Uline, C., Miller, D., & Tschannen-Moran, M. (1998). School effectiveness: The underlying dimensions. Educational Administration Quarterly, 34, 462-483. https://doi.org/10.1177/0013161X98034004002
Morris, D., Tschannen-Moran, M, & Weidemann, E. (1981). An inner-city LEA tutoring program. Journal of Language Experience, 3, 9-25.