relational trust survey
DESCRIPTION
Summary results of survey addressing relational trust in personal learning networks vs. in traditional school settings.TRANSCRIPT
- 1. Relational Trust in Colleagues Personal Learning Networksvs. Schools
2. About the survey
- Based onOmnibus Trust Scaledeveloped by Hoy & Tschannen-Moran
- Link to survey distributed via Twitter
- 17 responses as of January 9, 2009
- Items address aspects of relational trust in PLNs vs. traditional school settings
3. Findings
- Trust in PLNs significantly higher than in school settings
- Average scores (all items)
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- PLN: 4.82
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- School: 3.41
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- Standardized scores (500 mean, 100 SD)
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- PLN: 581
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- School: 263
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4. Results by item 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. Respondent comments 23. CHOICE
- The trust relationships in plns seem stronger to me because they are self selected. I can opt in or opt out of the relationship---something I can't do in school.
24. CHOICE
- You *choose* those that you invite into your PLN - and I assume you have chosen wisely. Those who are *assigned* to work in your same facility are not there by your choice. This parallels the difference between your circle of friends and your family, does it not?
25. EQUALITY
- In a pln, everyone is equal and there is no leader. That equality increases the trust between pln colleagues---and the inherent lack of equality in school based relationships inhibits the development of trust.
26. OPENNESS
- The major difference I have found is related to the openness of sharing, exploring, learning/relearning, and willingness to think out loud through blogs, tweets, podcasts and webcasts, sometimes at great risk professionally through my PLNs.
27. DIVERSITY
- My PLN encompasses more diverse people/jobs/outlooks than contacts in my school district.
28. LEARNING
- It is refreshing and energizing to be an active contributor in many professional social networks, and I learn something new every day!
29. LEARNING
- I couldn't say the same about my experience in my own school/university. Over the years attitudes have become very status quo and a reluctance by educators to consider themselves life-long learners beyond their "work hours" has been quite common.
30. For more information
- For more information, to access raw survey data, or to receive a copy of the survey, contact Scott Schwister:
- [sschwister at gmail dot com] [twitter.com/sschwister]