Date of Award

12-1-2001

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Leadership

First Advisor

Dr. Gary Hartzell

Second Advisor

Dr. Larry Dlugosch

Third Advisor

Dr. Martha Bruckner

Fourth Advisor

Dr. Neal Grandgenett

Abstract

The focus of this dissertation was to investigate the beginning teacher's perspective on trust in the mentor-beginning teacher relationship. This was a qualitative study rooted in grounded theory modified to accommodate the use of received theory (Glaser & Strauss, 1967). The investigative framework was based on two received theories, and each theory formed the foundation for the following research questions: (1) Gabarro's (1978) theory predicts that work place trust in an associate will be affected by her perceptions of the associate's character, competence, and judgment. Is this true in the case of the beginning teachers as they do or do not develop trust in their mentor? (2) Lewicki and Bunker's (1996) theory predicts that three levels of trust will emerge in work place relationships: conditional trust, knowledge-based trust, and identity-based trust. Is this true in the case of beginning teachers as they do or do not develop trust in their mentor? (3) Lewicki and Bunker (1996) predict that the three levels of trust develop in an evolutionary manner. Is this true in the case of beginning teachers as they do or do not develop trust in their mentors?

Comments

A Dissertation Presented to the Faculty of The Graduate College of the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education. Copyright 2001 Nancy A. Edick.

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