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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,

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.

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.

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. [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.

Tschannen-Moran, M. & Gareis, C. R. (2015). Principals, trust, and cultivating vibrant schools, Societies, 5, 256–276. [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.

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.  [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.

Tschannen-Moran, M. & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27, 751-761.

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.

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.]

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. & 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.

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

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. [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.

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.

Schechter, C. & Tschannen-Moran, M. (2006). Teachers’ sense of collective efficacy: An international view, International Journal of Educational Management, 20, 480-489.

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.

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

Tschannen-Moran, M. & Gareis, C. (2004). Principals’ sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42, 573-585.

Uline, C., Tschannen-Moran, M. & Perez, L. (2003). Constructive conflict: How controversy can contribute to school improvement, Teachers College Record, 105, 782-815.

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 & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.

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.

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.

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. & Hoy, A. W. (2000). Collaborative learning: A memorable model. The Teacher Educator, 36(2), 148-165.

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.

Tschannen-Moran, M., Uline, C., Hoy, A. W., & Mackley, T. (2000). Creating smarter schools through collaboration. Journal of Educational Administration, 38, 247-271.

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.

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, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.

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.

Tschannen-Moran, M. & Hoy, W. K. (1998). Trust in schools: A conceptual and empirical analysis. Journal of Educational Administration, 36, 334-352.

Uline, C., Miller, D., & Tschannen-Moran, M. (1998). School effectiveness: The underlying dimensions. Educational Administration Quarterly, 34, 462-483.

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